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= CURSO 2017-18 = = CURSO 2016-17 = ===**La profesora de 4º A propuso al alumnado del grupo que investigaran en la web e hicieran trabajos sobre el tema central del Proyecto Erasmus+ para el 2º trimestre: "__En sus zapatos__". Cada alumno podía elegir hacerlo solo o con un compañero, además de optar por la forma de ejecución: poster, presentación powerpoint o mapa. Para entender mejor la historia de un inmigrante, a los estudiantes se les pidió que investigaran su viaje hacia una vida mejor, desde cuando dejan su tierra hasta que llega al país de destino, trazando el viaje en los mapas, viendo los países por los que pasa, etc.**===

Aquí encontráis una muestra de los trabajos entregados por unos cuantos alumnos:

 * 1) [[image:poster.jpg]]











** CURSO 2015- 2016 ** ** 4º A ESO ** ** A finales de septiembre los alumnos de 4º A celebraron el Día Europeo de las Lenguas investigando sobre los países que conforman la Unión Europea, las lenguas que se hablan y otras curiosidades sobre la UE. Además, elaboraron banderines sobre cada uno de los 28 países, dando información sobre su bandera, la lengua hablada y una palabra en ese idioma. Otros añadieron la capital del país en cuestión. Con ellas adornamos el hall de nuestro Centro. **





Para celebrar Halloween, los alumnos han leído el comienzo de una historia de miedo y cada uno la ha terminado de una manera diferente. ¡El resultado ha sido sorprendente! Alumnos de varios ciclos de FP Superior de la tarde leyeron las historias que decoraban el hall y votaron las tres que más les gustaron. Muchas gracias a Ana Aliaga, su profesora de Inglés. Aquí podéis leer algunas de estas terroríficas historias: = HALLOWEEN IS COMING SOOOOOOON!!!! =

Read the beginning of this short story and continue it. You may have to read it in front of some other students. How sssscarrryyy!!! = I perfectly remember that cold winter night. It was January 13th ,1860, the same day that Paul and I had just got married. We were deeply in love with each other and had decided to spend our honeymoon somewhere remote from the city and the people we knew. We were invited to the luxurious mansion that his uncle, Lord James, had in the country, and we accepted as we did not have any other better choice. = = = = After leaving the train station, we had to walk for a long time among the woods that led directly to the house. I will never forget the thick mist of that scary silent night, when we were able to perceive the most insignificant sounds of Nature. As I was very frightened, I asked my dear Paul to put his arm around me. Suddenly, we saw a dim light far in the distance that seemed to come from the mansion we were looking for… =

We had to walk for five minutes to reach the house. When we arrived, we were so frightened that all I wanted was to come backto the train station. The mansion was very scary, we climbed the porch and rang the bell. My fear and my heart beat increased. Then, an old woman opened the door and invited us to come into the big mansion. The mansion was luxurious, big and beautiful. My fear disapeared.We went to the bedroom and slept. At midnight, Paul wasn’t in the bedroom and I began to hear scary noises. My fear increased again. Suddenly, Paul came to thebedroom and we could go back to sleep again. After that scary day in the mansion, we prepared for dinner. I was waiting for Paul in the dining room for hours but he never came with me. I knew he had not gone, I was sure that something unusual had happened to him. After a hundred years, I am still here, waiting for him. Waiting for him to come back and go home together. Mari Carmen Ruiz Ródenas PRIMER PREMIO

The thought of getting inside the mansion was relieving. That’s why we ran over that light. Just to realise that it came from three candles which, for some reason, were placed in the shape of a triangle in the middle of nowhere. We didn’t want to question why they were there, so we left as soon as possible. We continued the trail to get to the mansion, however, the more we went deeply inside the woods, the farther it seemed that we were from the mansion. The mist was still visible, and the crows were staring at us as if they were watching us. And it was cold. It was really cold.

-Where are we Paul? When will we arrive?- I tried to calm myself. -Do not worry Emily. We should be seeing the house really soon.- Paul said.

He was actually right. We saw what looked like the end of this horrible maze, with no trees at the end. How great! But for our surprise, that wasn’t the mansion. The familiar scent of the candles’ wax struck my head. And we found again those three candles. Was someone placing these lights there on purpose? I noticed that there was some kind of sign surrounded by the candles which had written:

We were not going to fall for that, were we? I sure was really scared, but.. That was probably a joke. -Haven’t we come across these candles before?- I asked my dear Paul. –Maybe these are to lighten up the woods.- He said. –You don’t think... that there are ghosts here, right?!- I asked a bit out of my mind. -Oh, come on Emily! You know they are fake!- He told me. Was he scared? He seemed like he was shouting and getting angry. Suddenly, the wind blew away the candles. And then I heard Paul screaming. Really, really loudly. Inmediately, the fog grew thicker to the point that I could barely see my body. –Paul?! Paul where are you?!- There was no response from him. But there was from the birds which came towards me. I started to run. Maybe forgetting about the sign that said no trespassing. I didn’t care. I didn’t know what I was doing. I had the weird feeling that something was chasing me. But as I couldn’t see a thing... I slammed into a tree.

I woke up. I didn’t know how much time had passed since I lost consciousness, but I finally woke up. The fog had dissapeared which was something good, but I was alone. And I began to cry. –Where is Paul?!- I tried to ask myself that question but I knew I wouldn’t answer. I wandered through the woods on my own, so I could get to the mansion and explain Lord James what had happened. After some minutes... I saw them. Those stupid candles. They were lit on again. Was I stuck in some kind of loop which made me go in circles through this stupid forest? But wait... There was something near the candles. That something was covered in crows. It was a dead person. It was Paul. He had his stomach covered in blood as if someone had wanted to eat him. -What is this?! Paul?! Wh..What?!- I couldn’t even finish my thoughts as I felt a cold feeling near my back. After some seconds it started to hurt a lot. Then I fell onto the ground kicking the candles accidentally. Did I just die? Did someone just stab me? Or shoot me? I couldn’t see my murderer if there was even one. It hurt. It hurt. It hurt so much. I couldn’t even breathe. And then, with just a few seconds, the flames of the candles that I had kicked became a great fire that started to burn this hellish place. Specially something. Something like a sign that said: –NO TRESPASSING-. Maybe we shouldn’t have ignored it. The last thing I heard was the grass burning and the sound of pecks trying to dig inside something.

Dionisio Calvo Sanz SEGUNDO PREMIO ==

When we arrived at the mansion. There wasn’t anyone. There was only a light, we went in and we were alone. We left the door opened, when suddenly it closed and the light turned off, we were quiet and very scared. We didn’t know what to do when suddenly we began to hear a strange noise and wood creaked, we wanted to go out but the door was locked and we couldn’t open it. Lord James called the phone house because it was enchanted. Suddenly, a girl appeared and told us to leave the house because a ghost would lock us up in a room and we would never be able to get out. We didn’t know what to do. The girl disappeared. We looked at a window and we tried to go out. Paul helped me to jump. When I could do it, he tried to jump out of the window too but the ghost caught him. I didn’t know what to do. I ran towards the forest, until I got home... He disappeared in the house… Paul did never return after that day.
 * Miriam Nicolás García 4ºA**
 * TERCER PREMIO **

We were frightened, but we didn´t have anywhere to spend the night and we decided to stay in the mansion. It was very cold and the light that we had seen wasn´t there anymore. The mansion was totally dark. There wasn´t electricity, we had to light up some candles to be able to see. The house had four floors, but we were tired and we decided to stay on the first floor. It was very cold and Paul left the mansion to look for some firewood and to be able to make a fire. I stayed in the house waiting for him, suddenly I could hear loud sounds and I was too frightened. I sat down on an old chair. When I was sitting I saw a white light that passed in front of me. I only wanted to shout and to run far away, but I was very still. While I was waiting for Paul, I began to think in another thing, and I remembered my beautiful wedding and the good day that I had spent next to my family, my friends and my dear Paul. But in that moment I could hear a deep voice that repeated my name. I was very frightened and I decided to leave the mansion and to stay at the door waiting for Paul. I left the door open and suddenly it closed. Strange things were happening; I had never imagined my honeymoon like this. Paul came with the firewood and with a scared face. He told me that he had seen a ghost. The two of us decided to get inside the mansion and to light up the fire because it was very cold. When we walked inside, we began to hear some voices that told us ``This is your end´´ and we decided to leave the mansion. When our friends and our family started to leave as well, they shouted at us, ``Surprise´´! They had played a joke on us. When I found out I wanted to kill them because I had been very frightened. Thereafter we threw a party, with food and music that our family and our friends had brought. That night was fantastic! Later the people we knew left the mansion and we spent the night in the luxury mansion, without strange voices and without ghosts. == == Carmen López Ródenas 4ºA ==

. . . And then, we could see the lights of the gate that was surrounding the house. It looked like nobody had been living in the mansion for along time. But when we walked a little bit more along the road, the gates opened slowly. We walked into the big garden, there were a lot of trees inside, in front of us there was a big fountain without water and a little bit farther there was the house. It didn’t look any luxurious but it was very big and also very old. But there wasn’t anybody there, we were alone. Suddenly the lights turned off. We got afraid and we started to run outside that place, but the enormous gate closed really quickly, and we had no scape. The only place that we could enter was the big scary house that was in front of us, covering the moon. By Sergio Fernandez Lorca

We followed the dim light, we were frightened because there wasn’t much light in the woods. Paul and I walked what seemed like a lot of time for me until we saw the mansion. It was so big but it was really old too. We went inside and it was crowded with people, I felt something was wrong. All of them were talking but no one was laughing, they looked worried like if something really bad was going to happen… I remember really well what the mansion was like, it was extremely luxurious and it had many paintings. In the centre of the living room there was a crystal chandelier, it was so beautiful. Paul went to talk to his uncle when suddenly a big noise occurred, he ran outside the house. I was so nervous, I didn’t know what to do, people became angry and they put their eyes on me and started to walk toward me. - ‘Paul! Paul! Help me!’ I shouted. Then I woke up, it had been a nightmare! I told Paul about my nightmare and he laughed about it. - ‘Oh my gosh, it seemed so real!’ I said. - ‘I felt like you were going to kill me! I felt horrible’ I said again. That day we went to the mansion and we had a great time there, I met such nice people, no noises or angry ones! Diana Vallejos Cordova

When we entered the house we heard a strange sound coming from the stairs leading down to a basement. When I heard I shouted and we ran to the bed room. When I closed the door, we heard a knock on the floor of the corridor. We thought that was Paul’s cousin but when I opened the door I didn’t see his cousin; I watched a ghost, it was so big and Horrible!! The ghost, with a huge shout brought us out of the house and we ran to the city centre safely. Jose Maria Ros Nicolás 4ºA

We walked along a narrow path that was in the forest and led to the mansion where Paul and I were staying. We walked for ten minutes going through the forest until we reached the door of the house. Everything was dark except a room that had the light on and where I thought I saw the shadow of an old woman walking, but thought just it was the cleaning lady. Paul opened the door, entered the house and we were kindly served by a butler who told us where our room, the bathroom, the kitchen and the dining room were. The butler told us to rest and he told us that dinner was at ten o'clock, but just before leaving, I asked if the cleaning services were working, and he said no, because they worked in the morning, so I started to think that it might have been the shadow of the windowiT W time for dinner, and I was thinking it might have been the shadow of the window. But I didn´t find an answer. Paul said nothing not to scare me, he's very wimpy and didn´t want to ruin our honeymoon. Days passed and I finally found an answer to what I saw in the window, so I entered the room and there was nobody, just a coat rack with a couple of coats and hats and a fan working. I couldn´t see anybody, so I calmed down, but I wasn´t sure what I saw in the window, so I went to the street to look at the window again. Yes, I did; I saw again the shadow of an old lady on the go, but how could that be? If I had just stood there and there was nobody there. I ran to the room and I didn´t see anybody, I just saw the same coat rack with the same clothes. I was amazed and I stopped to think for a few seconds, and - Of course!!, I exclaimed. The shadow that I saw was the shadow of the clothes rack, and the fan in the room which was moving. I was silly, how could I think there was a ghost in the house??? Víctor Sánchez

We were talking until this light was increasingly terrible, until finally we saw the mansion. The night spent in this mansion was horrible because strange noises were listened and also baby voices. At dawn I got up to drink water, went down to the kitchen, I saw as the door of the house was opened and with a few spots of blood. When I saw it I ran to say it to Paul, but he could not wake up, and I, for curiosity sake, went down again and found the door was closed and there was no blood on it, and I fainted away. I woke up the following day in a cabin and thought a wood cutter had gathered me from the soil. I knew this house was enchanted. José Antonio Tortosa Muñoz

WORLD KINDNESS DAY = = =El IES “Ramón y Cajal” de Murcia celebró el viernes 13 el Día Mundial de la Amabilidad. Esta es una actividad que ese enmarca en nuestro proyecto Erasmus+ KA2 LIFE. =  En clase hicimos el “amigo invisible” intercambiándonos tarjetas en las que ensalzábamos las cualidades de nuestro amigo “secreto”, elaboramos pegatinas con frases alusivas al día de la amabilidad y decoradas con mucho cariño. Las intercambiamos en clase y también con otros alumnos que hicieron de jurado en Halloween, leyendo las distintas historias creadas por los alumnos y eligiendo las tres que más les gustaron. Alumnos de grupos de la mañana y también de la tarde decoraron nuestro “Árbol de la Amabilidad” con post-its repletos de mensajes positivos en español, francés e inglés. Otros alumnos elaboraron presentaciones sobre cómo ser amables con el mundo que nos rodea, o hicieron atractivos posters sobre la amabilidad también en francés e inglés. En el recreo repartimos muchos “abrazos gratis”. Todos estos gestos nos acercaron mucho, nos motivaron a todos los que participamos y esperamos que otros muchos se contagiaran de todas estas emociones positivas.







 LIBRÓMETRO ==Además, dado el éxito que el librómetro tuvo en el curso anterior, hemos elaborado otro con los libros de a biblioteca de aula adaptados a 4º ESO, aunque cada alumno elige el libro que más se adapta a su nivel. En él los alumnos valoran los libros que leen, y también rellenan una ficha de lectura con los datos básicos sobre las lecturas: argumento, personajes principales y secundarios, qué les ha gustado más y qué menos, y si cambiarían su título e incluso el desenlace propuesto por el autor. Este año hemos puesto en marcha un carné de lector en el que anoto el libro leído y cada 4 libros leídos el alumno puede ver su nota aumentada hasta en un punto. ==

** Climate change root cause of Syrian war: Britain's Prince Charles ** ==Con motivo de la cumbre de París por el Cambio Climático los alumnos leyeron un artículo sobre la opinión del Príncipe Carlos de Inglaterra en el periódico online The Guardian ttp://www.theguardian.com/commentisfree/2015/nov/29/climate-change-syria-civil-war-prince-charles#img-1, y escucharon la opinión de Charlotte Church sobre el mismo conflicto, para luego completar un texto con información sobre el vídeo media type="youtube" key="JnWk2CNQhV0" width="560" height="315"==

En marzo celebramos el Día Internacional de la Mujer visionando dos vídeos en inglés sobre niñas nombrando mujeres inventoras y sobre niñas gritando al mundo lo que quieren ser de mayores
media type="youtube" key="Y8DBwchocvs" width="560" height="315"

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==Además, leímos seis razones que la ONG Amnistía Internacional daba para seguir necesitando celebrar este día. Los alumno, en grupos, hicieron presentaciones sobre las mismas: matrimonios forzosos, violación en el matrimonio, encarcelamiento por dar a luz bebés fallecidos, esterilización forzada, acoso sexual...==

=SEMANA DE LA CIENCIA= ==En febrero tuvo lugar la Semana de la Ciencia como actividad enmarcada en nuestro proyecto Erasmus+ KA2 Learning Is Fun Europe, bajo el lema: "Learn and Have fun with Science" "Aprende y diviértete con la ciencia"== ==Nuestros alumnos contribuyeron a ella leyendo dos artículos de ciencia del períodico inglés online The Guardian sobre últimos hallazgos científicos: un nuevo tipo de dinosaurio, el más grande hasta ahora descubierto, y los nuevos elementos periódicos que por fin completan la fila 7 de la tabla periódica.==

En grupos elaboraron posteriormente estos pósters para la exposición que se montó en el hall del Centro:




Top 10 Amazing Places On Earth You Won't Believe Are Real
==También vieron un vídeo en mi blog un vídeo sobre los 10 lugares asombrosos en la Tierra que nunca pensarías que pueden ser reales. Luego, en clase, hicimos un juego usando Kahoot, que es una aplicación para smart phones, para ver quién contestaba a más preguntas sobre el vídeo y más rápidamente. !!Se lo pasaron bomba!!==

=**SAINT VALENTINE'S DAY**=

**Este curso los alumnos de 4º A hicieron poemas acrósticos para un compañero/a secreto ensalzando sus valores y los colgamos en el hall del Centro.**




=MY DAD IS A CLOWN=



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==**Carmen López nos contó un cuento sobre la tolerancia y la diversidad familiar que nos encantó. después trabajamos diversos aspectos del cuento y** **los** **compañeros de Carmen escribieron su opinión sobre el cuento:**==







== Con motivo de la Semana del Libro vieron un vídeo de TED TALKS sobre //Shakespeare y el Hip Hop, teniendo que recoger 10 frases del orador en estilo directo para parafrasearlas utilizando el estilo indirecto.// == media type="youtube" key="DSbtkLA3GrY" width="560" height="315"

También utilizaron la canción de Derek Ryain para utilizar las estructuras vistas en clase al contarnos lo que los protagonistas de la canción dicen en "Write Me A Letter".
==

==

BULLYING
=English children among the unhappiest in the world at school due to bullying =

== Para concienciar al alumnado sobre este tema tan controvertido hoy en día, les invitamos a leer un artículo sobre el mismo en el blog de la profesora, en el que pueden ver encuestas y testimonios de adolescentes que han sufrido acoso en la escuela, teniendo que reescribir las palabras textuales de estos jóvenes en estilo indirecto. ==

Después de leer de manera crítica el artículo, también han elaborado posters anti-bullying. El póster seleccionado será multicopiado y expuesto por todo el centro educativo.
http://www.theguardian.com/society/2015/aug/19/english-children-among-unhappiest-world-widespread-bullying?CMP=share_btn_wa

CURSO 2014-2015

=ERASMUS+= =Este curso hemos comenzado nuestras actividades para alumnado de altas capacidades con la investigación sobre las escuelas que participan con nosotros en el proyecto Erasmus+ "Learning Is Fun Europe", sus ciudades y sus países. Con todo han elaborado posters que hemos expuesto en el hall de nuestro instituto:=







=REFERENDUM EN ESCOCIA=

=Aprovechamos la actualidad, como siempre, para acercarla a las aulas, y así los alumnos aprendieron vocabulario relacionado con las elecciones en Escocia y describieron fotografías descriptivas de gente a favor y en contra de la independencia de este país del resto del Reino Unido.También comentaron los resultados del referendum. Todo ello a través de presentaciones que la profesora compartió con los alumnos en Dropbox.=

= = =PREMIO NÓBEL DE LA PAZ=



=MALALA YOUSAFZAI=

=Los alumnos de 4º A Bilingüe han leído un artículo en el periódico digital The Guardian sobre los ganadores del premio Nobel de la Paz 2014 enlazado al blog de la profesora: http://rycenglish.blogspot.com.es/.= =Los alumnos estaban muy motivados porque ya el curso pasado estudiaron este personaje y escucharon su discurso ante las Naciones Unidas e hicieron posters con citas suyas (se pueden ver en esta wiki en 3º ESO Inglés).= = = =Tras leerlo han contestado a una serie de preguntas que demuestran su comprensión, y cuyo contenido van a utilizar para elaborar un manifiesto durante los actos que celebramos en el IES con motivo del Worl Kindness day, que para nosotros va a ser el mes de la amabilidad, y en concreto durante las actividades del 25 de noviembre, Día internacional contra la violencia de género.= = = =HALLOWEEN 31 de octubre= =**Halloween Decoration ** (Upcycling from Rubbish) =

=Como todos los cursos, celebramos esta fiesta típicamente anglosajona decorando nuestro centro. Esta vez hemos decidido utilizar materiales de reciclaje para elaborar los adornos de este día. Así conseguimos crear arte a partir de materiales de deshecho, una de las actividades de nuestro actual proyecto Erasmus + LIFE.= =Además de visitar páginas web en inglés y en español, los alumnos han tenido que contarnos en inglés cuáles han sido los materiales que han utilizado para su elaboración y el proceso que han seguido para ello. Aquí van algunos ejemplos:=

a) A Bottle of Lye b) Cardboard (Black and White) c) Markers d) Old Rag First you have to cut the cardboard to create the hair. Once done, wrap up the hair around the bottle and stick it. Then you have to cut 2 eyebrows of black cardboard and stick them on the bottle too. <span style="font-family: Arial,sans-serif; font-size: 18pt;">Now you need a piece of white cardboard to make a circle with a compass to form the white part of the eye. And make a circle in a piece of black cardboard (smaller than the other) and finally you stick both on the bottle. Finally, you can decorate the face of “Yellow frankenstein” as you like. =Natalia, Irene e Iván.=
 * <span style="font-family: Arial,sans-serif; font-size: 24pt; line-height: 1.5;">1. Title: **<span style="font-family: Arial,sans-serif; font-size: 18pt;">“Yellow frankenstein”
 * <span style="font-family: Arial,sans-serif; font-size: 24pt; line-height: 1.5;">2. Materials Needed: **
 * <span style="font-family: Arial,sans-serif; font-size: 24pt;">3. How to Make It? **

<span style="font-family: Arial,sans-serif; font-size: 18pt;">

KINDNESS DAY =EL 13 de noviembre celebramos el Día de la Amabilidad. Para ello los alumnos elaboraron posters, pegatinas para regalar al alumnado de otros grupos, compartimos dulces, e hicimos el "amigo invisible" en clase con tarjetas elaboradas por todos nosotros:=



=También decoramos un árbol de la Amabilidad elaborado en plástica, con post-its con mensajes amables para toda la comunidad educativa:=







= Con motivo de la actividad programada en nuestro proyecto Erasmus+ KA2 LIFE, "Upcycling Happiness from Rubbish", nuestro alumnado ha investigado sobre los objetos decorativos que podían elaborar para donarlos al __**mercadillo Solidario de Navidad**__ que los alumnos de l Ciclo de Grado Medio de Actividades Comerciales ha organizado. Además, tuvieron que visionar un vídeo en inglés compartido con ellos en Dropbox sobre la elaboración de plantillas para decoración: = Make Your Own Stencils from Rubbish https://www.youtube.com/watch?v=dIe60rAf-3g Para evaluar la comprensión del mismo, preparamos unas preguntas para que contestaran:

WATCH THIS TUTORIAL AND ANSWER THESE QUESTIONS:


 * 1) What do you need to make your own stencils from household rubbish?
 * 2) What did Jennibellie’s friend Amy ask her?
 * 3) Where did she ask her?
 * 4) Why?
 * 5) You can make them out of your rubbish, but what different kinds of rubbish did she show us?
 * 6) Which template would you use for Xmas cards?





== = = = = = =

= Para celebrar San Valentín, los alumnos escribieron bonitos poemas acrósticos con las letras de la frase que más se escribe en ese día: "BE MY VALENTINE" =











LA SEMANA DE LA CIENCIA

Como veis los alumnos investigaron sobre los inventores españoles e hicieron pósters interactivos con información tanto sobre el invento como por el personaje español que lo llevó a cabo. Sus trabajos formaron parte de la exposición del hall del Centro para que todo el mundo tuviera fácil acceso a ellos. ** MASKS ** = En marzo continuamos con otra actividad también del proyecto Erasmus titulada "Masks", con ella nuestros alumnos investigaron sobre la realidad de nuestro país en el ámbito social, político, económico y cultural para poder hacer una reflexión crítica sobre ella. Y lo hicieron a través de "Limericks". El Limerick es una composición poética de cinco versos basada en el “nosense” o “sin sentido”. Es una poesía en la que cabe todo, hasta lo más absurdo. Consta de cinco versos que riman AABBA. =













= CURSO ESCOLAR 2013-14 = <span style="background-color: #c0c0c0; color: #000000; display: block; font-size: 10pt; text-align: center;">PROFESORA: **Mª JESÚS PÉREZ SOLA**

Los alumnos bilingües del Centro realizaron una visita al Aeropuerto de Murcia-San Javier el día 9 de Abril.

 * <span style="font-family: Arial,sans-serif;">Fue una visita guiada en inglés y nuestros guías eran voluntarios y alumnos de nivel avanzado de la EOI de Cartagena. **
 * <span style="font-family: Arial,sans-serif;">Empezamos asistiendo a una charla informativa antes de recorrer distintas dependencias del aeropuerto: **
 * <span style="font-family: Arial,sans-serif;"> 1- El hall de “Salidas”, donde nos explicaron, entre otras cosas, los pormenores del equipaje, el funcionamiento de los controles de seguridad para personas y objetos y el procedimiento a seguir para pasar por el control. **
 * <span style="font-family: Arial,sans-serif;">2- La “Sala de Embarque”, donde los monitores nos dieron información general. **
 * <span style="font-family: Arial,sans-serif;">3- Re ****<span style="font-family: Arial,sans-serif;">corrido hasta la estación de bomberos. Allí conocimos el Servicio Extinción de Incendios (SEI): descripción vehículos, uniforme y equipamiento. **
 * <span style="font-family: Arial,sans-serif;">4- Charla de los halconeros, quienes nos explicaron el control fauna, tan necesario para evitar accidentes aéreos. **
 * <span style="font-family: Arial,sans-serif;">5- En la sala de “Llegadas” los alumnos hicieron entrevistas en inglés a los pasajeros que acababan de aterrizar desde Manchester. Antes de empezar a hacer preguntas, los alumnos tuvieron que presentarse y explicar la actividad a los pasajeros. **


 * <span style="font-family: Arial,sans-serif;">La mañana fue muy novedosa, entretenida y divertida. Los alumnos se lo pasaron genial a juzgar por sus comentarios en directo y recogidos por sus profesoras en el resumen que hicieron para completar esta actividad. **


 * <span style="font-family: Arial,sans-serif;">A continuación podemos ver unas fotos de grupo y a algún alumno de 4º haciendo su entrevista. Espero que os gusten las fotos. **
 * <span style="font-family: Arial,sans-serif;">Fijaros que aparecemos en las pantallas informativas y nos vamos a ¡¡¡¡¡ New York !!!!! **

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= = = **En el 2º trimestre del curso escolar 2013-14 el alumnado de 4º ESO bilingüe ha realizado diversos trabajos relacionados con el proyecto interdisciplinar de AACC propuesto para el nivel de 4º ESO: GIBRALTAR.** = ===**El pasado verano Gibraltar fue una de las ciudades que estaba casi a diario en los medios de comunicación por asuntos internacionales y que afectaban al área política, económica y social. Todo esto, junto con el hecho de ser un lugar relativamente cercano a nuestra comunidad y donde el bilingüísmo se practica a diario, hizo que fuera un tema atractivo para la asignatura de inglés.**===

**3º- Lugares de interés turístico y edificios históricos**


===El siguiente trabajo es un mural realizado por Irene Gonzalez. En él encontramos información sobre: 1- la situación geográfica de Gibraltar, 2- infraestructuras, 3- el conflicto diplomático, 4- población y 5- la moneda.===



**Y por último podemos ver ejemplos de bilingüísmo en la presentación en powerpoint realizada por el alumno Isaac David:**



 * = HALLOWEEN 2013 AT RAMÓN Y CAJAL HIGH SCHOOL =

=== El grupo bilingüe de 4º A ha realizado varios trabajos para la exposición de HALLOWEEN. Su profesora les dio varias ideas para hacer sus proyectos y les ha dirigido y aconsejado cuando así se lo han pedido. === === Todos los alumnos mostraron gran interés, pues les encanta ver sus trabajos expuestos y se aprecia un poco de competitividad entre ellos. Además, la celebración de esta fiesta es relativamente reciente y al alumnado le resulta bastante atractiva. === === Como podéis ver abajo en las fotos sus trabajos se han expuesto en el hall, en las columnas o encima de una mesa montada para esta exposición. Buscando ser innovadores esta vez los alumnos han realizado: ===

• Dibujos que representan escenas y personajes típicos de Halloween




** Y una vez montada la exposición, el 31 de Octubre llegó y algunos alumnos se disfrazaron para hacer honor a esta singular celebración. A continuación vemos una foto del grupo con su profesora de inglés. **

//** DÍA EUROPEO DE LAS LENGUAS: PLURILINGÜISMO **// =

=== A los alumnos de este grupo se les pidió que dibujaran un mapa de Europa y colorearan los países que actualmente componen la UE (28). Para empezar los países debían de tener su nombre en inglés, y como el objetivo final era el conocer la gran variedad de lenguas oficiales que se hablan en cada uno de los países, a los alumnos se les pidió que eligieran una o dos palabras básicas (bienvenido, hola, adiós o similares) y buscaran con ayuda de los traductores como se dicen en las demás lenguas. Para obtener distintos resultados, lo más originales posibles, su profesora les dio algunas ideas, como por ejemplo usar los colores de las respectivas banderas. Además podían utilizar palitos chinos, hilos gruesos, canutillos, bocadillos,... para que las palabras elegidas se conectaran con su respectivo país. Los resultados fueron buenos y algunos de ellos excelentes, teniendo en cuenta que solo tuvieron una semana desde que se les comentó hasta su entrega para poder montar una exposición en el Hall del Centro. ===

A continuación vemos fotografías de algunos de los mejores trabajos:


ROMANTICISMO INGLÉS

<span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">En inglés, durante este primer trimestre, estamos participando en el proyecto multidisciplinar sobre el **<span style="color: #943634; font-family: helvetica,sans-serif; font-size: 12pt; line-height: 1.5;">ROMANTICISMO. ** <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Después de ver las características principales de este movimiento en la literatura, el arte, la música, <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt; line-height: 1.5;">pasamos a trabajar <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">disfrutando de varias obras de la literatura inglesa y norteamericana de este período: "The Cask of Amontillado" <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;"> (El barril de Amontillado),  <span style="color: #3b3835; display: block; font-family: Helvetica,sans-serif; font-size: 12pt; text-align: center;">de Edgar Alan Poe
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Leemos el cuento en inglés
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Identificamos los elementos discursivos que generan suspense
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Reconocemos las características del período al que pertenece la obra
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">En grupos de 5 alumnos:
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Identifican la introducción, el nudo y el desenlace; los personajes,
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">el protagonista, el narrador, el lugar y <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt; line-height: 1.5;">el tiempo de la acción.
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Escuchan la narración en inglés y ven la versión en película o dibujos.
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Encuentran las pistas que da el narrador sobre el crimen que va a cometer.
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Preparan una REPRESENTACIÓN breve, de unos 5 minutos, con la
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">entonación apropiada y los elementos de
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt; line-height: 1.5;">suspense adecuados, además de los efectos especiales que ayuden
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt; line-height: 1.5;">a crear una atmósfera de suspense.
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt; line-height: 1.5;">Grabación de la misma.
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Evaluamos la actividad comentando cada grupo los aciertos que los otros <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt; line-height: 1.5;">grupos han tenido.

“ANNABEL LEE”, <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">de Edgar Alan Poe
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Leemos el poema mientras escuchamos su lectura en inglés
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">En grupos entregamos a los alumnos las estrofas del poema en español
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">desordenadas para que tengan que ver cuál es el
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">orden correcto.
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Escuchamos la versión en español del poema llevada a cabo por el grupo
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Radio Futura
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Reescriben el poema cambiándolo a su criterio en casa

“WE ARE SEVEN” <span style="color: #17365d; font-family: Helvetica,sans-serif; font-size: 10pt;">, <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">de William Wordsworth “DAFFODILS”, <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">de William Wordsworth
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Leemos el poema
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Vemos la visión que de la muerte tiene una niña
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Aprovechamos la forma dialogada del poema para introducir el estilo indirecto
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Hacen una traducción libre del poema len grupos
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Leemos el poema
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Lo escuchamos recitado en inglés acompañado de imágenes alusivas a su contenido
 * <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Intentando entender al autor, hacen una redacción contestando individualmente a lo siguiente:
 * o <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">¿Cómo describe la Naturaleza Wordsworth?
 * o <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">¿Cómo puede la Naturaleza tener un impacto en nuestra parte emocional y espiritual?
 * o <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">¿Qué relación se deja ver entre la Naturaleza y la vida humana?
 * o <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Transforman el poema a su gusto personal

<span style="font-family: Georgia,serif; font-size: 41.6px; line-height: 62.4px;">LIBRÓMETRO <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">Además, dado el éxito que el librómetro tuvo en el curso anterior, hemos elaborado otro con los libros de <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">la biblioteca de aula <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt; line-height: 1.5;">adaptados a 4º ESO. En él los alumnos valoran los libros que leen, y también rellenan <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt; line-height: 1.5;">una ficha de lectura con los datos básicos <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">sobre las lecturas: argumento, personajes principales y secundarios, qué les ha gustado más y qué menos, <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt;">y si cambiarían su título <span style="color: #3b3835; font-family: Helvetica,sans-serif; font-size: 12pt; line-height: 1.5;">e incluso el desenlace propuesto por el autor.



<span style="color: #333333; font-family: Arial,sans-serif; font-size: 22pt; line-height: 1.5;">DÍA DE LA FRUTA

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">El 16 de octubre celebramos el Día de la fruta como alternativa saludable a la bollería que nuestros <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%; line-height: 1.5;">alumnos y alumnas suelen consumir a la hora de recreo. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%; line-height: 1.5;">Repartimos muchas manzanas y los chicos <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">y chicas también trajeron <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%; line-height: 1.5;">su fruta favorita. La actividad fue todo un éxito gracias a la activa colaboración de alumnado y profesorado.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">El objetivo de actividades como ésta es fomentar entre nuestro alumnado hábitos saludables en los que <span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%; line-height: 1.5;">el deporte y la actividad física regular sean un pilar fundamental.

** PENPALS **

También hemos iniciado correspondencia por correo con chicos y chicas de la escuela griega “Junior High School & Senior High School of Davlia”, en Davlia, Viotias, al sur del monte Parnaso. Esperamos así conocernos mejor y acortar la distancia que nos separa.





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=ELABORARON LÁPIDAS CON INSCRIPCIONES CURIOSAS= =EN INGLÉS=



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=CERCAMOS NUESTROS "CEMENTERIOS" CON VALLAS= =HECHAS DE MATERIAL DE RECICLAJE=

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= = =Y VIMOS LA ÚLTIMA VERSIÓN DE "CAPERUCITA"= =SUBTITULADA EN INGLÉS AMBIENTADOS PARA LA OCASIÓN=

**En el segundo y tercer trimestre trabajamos la Inteligencia** **Emocional en tutoría.** ** Para aplicarla hemos preparado estas ** **pesimista, sin regular. Tendrán que subir sus redacciones a D** ** ropbox. ** EMOTIONAL INTELLIGENCE IN DROPBOX Here you have different situations in which we can get involved at any time. Choose one of them and think about what you would do in such a situation. You have to write down two possible endings. One of them form a negative point of view and another from a positive one, taking into account what you have learnt about **Emotional intelligence:** the ability to identify, assess, and control the emotions of oneself, of others, and of groups. >> **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 160%; line-height: 1.5;">BLANCANIEVES **
 * situaciones que el alumnado tendrá que **** resolver desde un **** pensamiento optimista, regulado, y desde un pensamiento **
 * 1) After having lunch on a excursion day, the area has to be cleaned. Several of you are picking up rubbish from the floor, but some others are just laughing and teasing you … What would you do?
 * 2) You are in class. You have to do an exercise in class but you cannot concentrate because a group of students are behaving badly. What would you do?
 * 3) You are walking along the street with some friends. A person with a physical imperfection passes by. One of your friends starts to tease him imitating his imperfection and making jokes about him. What would you do?
 * 4) It’s breaktime. One of your classmates doesn’t have a sandwich because he got up late and he didn’t have time to have breakfast either. What would you do?
 * 5) It’s breaktime. There is a friend who always asks you part of your sandwich and he does the same with other classmates. What would you do?
 * 6) Your friend has failed an exam and he/she starts crying (you have got a 9 out of 10? What would you do?
 * 7) You are in love with a boy/girl from your class. When you decide to tell them, the person rejects you. What would you do?
 * 8) You have missed the bus to school. Your friends see you coming towards the bus stop, but they don’t say anything to the bus driver. ¿How would you react with your friends later on?
 * 9) You get angry with your mum because she doesn’t let you go out with your friends at weekend, making you stay at home with your little siblings (brothers and sisters) What would you do?
 * 10) You are walking along the street when suddenly an elderly woman who is walking along the opposite sidewalk faints and falls on a heap. What would you do?
 * 11) You are with your friends at Mc Donalds ordering your dinner, and when you are about to pay, you realize that you have forgotten your money at home. What would you do?
 * 12) A classmate tells you that your best friend is speaking badly of you. What would you do?
 * 13) Your parents tell you that they are going to separate and that one of them is moving to another house. What would you do?
 * 14) A vagabond gets to you and asks you to give him €5. What would you do?
 * 15) In the last exam a classmate got the best mark in the class and people say that he cheated. What would you do?
 * 16) You are in you uncle and aunt’s house and you notice that there are €50 on the table. Suddenly and without thinking twice, you take them to buy that pair of sneakers you have been dreaming with. Your brother realizes what you have done and he tells your parents. They, together with your aunt and uncle, demand an explanation from you. What would you do?
 * 17) You are at home and your neighbour rings the bell and tells you that your dog has been knocked by a speeding car. What would you do?
 * 18) Two months ago you were robbed your mobile phone at school and you have had to spend a lot of money on a new one. Yesterday you realized that they had stolen it again. What would you do?
 * 19) You are celebrating your birthday at a pizzeria when suddenly a group of boys come in and start picking on you and your friends. What would you do?
 * 20) You have formed a working party and you get a very low mark on a project. The reason the teacher gives you is that you haven’t worked hard enough. You have done your best but your friends have not devoted enough time to the project. What would you do?
 * 21) Your brother is quite ill and he has to go to hospital. What would you do?
 * 22) You have argued with your friend and you have insulted each other. Now you are sad and furious for all the things you have said. What would you do?
 * 23) You are on the bus and sees a girl running to catch the bus but the doors have already been closed. What would you do?
 * 24) Your boyfriend/girlfriend meets a classmate and tells you that he/she is going out with him /her to have a drink in the city centre to talk about a project. Suddenly you start feeling jealous. What would you do?

Vimos la película de Pablo Berger: una versión libre, de carácter gótico, del popular cuento de los hermanos Grimm, ambientada en España durante los años 20. Blancanieves es Carmen, una bella joven con una infancia atormentada por su terrible madrastra Encarna.

Los alumnos trabajaron los __valores__ que aparecen esta versión que, al estar rodada en blanco y negro, utiliza la música con maestría para transmitirnos __emociones__. Además, buscaron información en inglés en __internet__ sobre la película, lo expusieron ante sus compañeros, y lo expusimos en un mural durante la Semana del Libro del IES:

<span style="display: block; font-family: georgia,serif; font-size: 170%; line-height: 1.5; text-align: justify;"> <span style="display: block; font-family: georgia,serif; font-size: 170%; line-height: 1.5; text-align: justify;">





Para seguir invitándoles a utilizar las nuevas tecnologías, en el blog de la profesora http://rycenglish. blogspot.com les preparamos una webquest sobre la protección del mundo animal. Allí pudieron ver un vídeo introductorio, y seguir un proceso para realizar una tarea.

Ahora ya saben:
 * El nombre de algunas organizaciones en contra de la
 * crueldad hacia los animales
 * NAME OF SOME ORGANISATIONS AGAINST ANIMALS' CRUELTY
 * El nombre de algunos animales en peligro de extinción
 * THE NAME OF SOME ANIMALS IN DANGER
 * Cómo escribir un e-mail
 * HOW TO WRITE AN E-MAIL
 * Cómo usar las nuevas tecnologías para encontrar información útil
 * HOW TO USE TECHNOLOGIES IN ORDER TO FIND USEFUL
 * INFORMATION

code LA TAREA FUE ESTA: Escribe un e-mail a alguna organización defensora de los animales para ayudar a algún animal en peligro de extinción. code

code Estos fueron los pasos a seguir para poder realizarla: code 1. Encontrar en esta página web un animal en peligro de extinction al que les gustaría ayudar: http://worldwildlife.org/species/directory?sort=extinction_ status&direction=desc

2. Buscar una imagen de ese animal en internet e intentar descargarla.

3. Hacer una descripción del animal y encontrar información sobre él.

4. Elegir una asociación de protección de los animales y anotar su dirección de correo electrónico.

Aquí tenéis algunos ejemplos:

E-mail to WWF To… membership@wwfus.org Subject: Help the penguin

Hello! I turn to this organization for help for an endangered species. Is the penguin and I'd like to leave a bit of information I have found on these friendly animals. The word “penguin” means __fat bird__ and has Portuguese origins. Penguins are known for their sleek (like a tuxedo), appearance, - with white and black, which gives them a unique look. They are a species of bird; however, they are unable to fly. During the mating season, penguins are concentrated in large colonies where they gather to breed. As you have seen, penguins are a very interesting species. Hopefully soon, the changes are treated better. Thank you very much, Sol.

Soledad Caballero Hernández 4ºA ESO To: membership@wwfus.org (World Wildlife Fund) Hi, My name is Jesús and I´m 15 years old. I´m a student and I want to inform you about the current situation of the giant panda. The giant panda (ailuropoda melanoleuca) is a large animal, like a bear, with long white dense and woolly hair. Its legs, shoulders, ears and eye area are black. The tail is wide and short. They live in the cold and wet bamboo forest of eastern Tibet and southwestern China. They´re omnivore. They feed on bamboo shoots and other plants such as herbs, gentians, lilies, crocus and rodents and birds, as well as fish. One of their problems is that throughout the years, the population has been shifting to the areas inhabited by the panda and bamboo forests have been cut down, reducing their power supply. Another of their problems is the illegal hunting. The hunters want their thick skin. It is very coveted in illegal markets of the Far East. The low birth rate, the high infant mortality rate and the destruction of their natural environment have been placed under threat of extinction. I'm waiting for your help, Jesús.

Sumatran Tiger To: World Wildlife Found From: Tania Pedregosa Subject: Protecting Sumatran tigers

The Sumatran tiger is a rare tiger subspecies that inhabits the Indonesian island of Sumatra. The Sumatran tigers are the smallest of the tigers that survive in the actuality. Their stripes are thinner than those of other subspecies of tigers, and have a beard or mane developed, especially in the case of males. Their small size allows them to move more easily into the jungle. They also have a membrane between the fingers of their feet, that makes them very fast swimmers. They are good hunters since they have a keen sense of vision and hearing. I think that we have to protect this animal and all the animals that there are at risk, because they are part of the planet's biodiversity and they deserve that we help them. Tania Pedregosa Munuera, 4ºA

= INTERPRETACION-IMAGINACIÓN-CREATIVIDAD

= Seguimos reflexionando sobre lo que transmiten los cuadros, para dejar fluir la imaginación, acercarse a lo que quería expresar el autor, e interpretar un cuadro.



En esta actividad nos centramos en el Impresionismo. ¿Por qué? Pues porque en su momento supuso una nueva forma de interpretar el mundo, en el que el realismo se desdibujaba, y convertían en protagonistas de su arte al color, las luces, y las formas. En el Impresionismo los cuadros se convertían en un cúmulo de impresiones del propio pintor para ser interpretadas por el propio espectador. Por eso nosotros, para contribuir a crear jóvenes optimistas, con ilusión por mantener vivos los sueños y por crear un futuro mejor y hacer que esos sueños se hagan realidad, propusimos a nuestro alumnado una aventura: una visita virtual a la Galería Nacional de Londres, para que pudieran llenarse de energía, interpretar libremente las obras expuestas y así dejar volar su imaginación. Para ello pusimos un enlace en el blog de la profesora http://rycenglish. blogspot.com a la página web del museo para que pudieran resolver esta webquest :

[|www.nationalgallery.org.uk] Primero contestando a unas preguntas sobre el impresionismo para aprender qué temas solían elegir para pintar, los colores que utilizaban, lo que querían expresar, las ventajas que supuso el uso de los tubos de pintura hasta entonces no existían, cómo pintaban, y qué materiales incluían a veces en sus cuadros para experimentar con las texturas… Después les invitamos a hacer un recorrido por las obras impresionistas del museo para elegir una que tuvieron que describir en inglés: ===//La Balancoire// was painted by Renoir in 1876. It shows a man with his back towards us, who is talking to a young woman standing on a swing, and a man leaning against a tree. The shapes aren´t flat or simple and the painting is very realistic.===

In //La Balancoire,//the artist shows a moment of his life, like a photograph. In my opinion it´s too difficult paint a painting and it looks like a photograph.
Jesús Melgarejo

= “Emotional Story” =

Por ´´ultimo, y para dejar volar su imaginación y fomentar la creatividad, les propusimos escribir una

historia que el cuadro descrito les hubiera sugerido. Aquí podéis leer algunas:



** The ballet dancer by Edgar Degas **

MONDAY 24 OF APRIL
<span style="font-family: Verdana,Geneva,sans-serif;">AUDITIONS OF NEW BALLET DANCERS

<span style="font-family: Verdana,Geneva,sans-serif;">-What do you want, baby? -asked Carla, her mother.
===<span style="font-family: Verdana,Geneva,sans-serif;">-I want to go to the auditions of the ballet dancers, mum -answered Marie- if they choose me I will go to The Ballet school of Paris and they will teach me how dance to be a great dancer. ===

** THE FOREST POND ** Sofia was a nineteen-year-old girl who lived in a country house surrounded by a large garden. Since she was small she had lived there with her family and there was where she wanted to spend the rest of her life. Her favourite place was the forest pond surrounded by trees and with a small wooden bridge. One day Sofia’s plans had to change and she left the country house to go to the city to study. Sofia studied to be a teacher at the university, but what she really liked was painting. She now lived in a small apartment in the city that was decorated with paintings that she had painted. When she ended the study to be a teacher she began working as a teacher at a small school and she taught the children the beauty of painting. The years had passed and Sofia had married and had a daughter. One day while she was sleeping, she recalled the country house and the forest pond of her childhood. Summer was near and Sofia returned with her family to the country house, when they came to the house they saw that it was very spoiled. She thought that they had to repair it to be able to return to live there. The family worked on the reform of the house, and after several months of work the house was repaired. During the reform, Sofia had commissioned to restore the pond of her childhood and thanks to her efforts the pond once again became a place full of life. The family left the city and returned to the country house. One day in the country house, Sofia took a canvas and she went to the pond, she put the canvas in a tree and she began to paint the landscape. It took her several weeks, but one afternoon she finished the painting and hung it in the living room so everyone could see the beauty of the forest pond. Finally, Sofia got her dream, she had returned to her childhood home and she never would forget the forest pond thanks to the painting that she hung in the living room. She would spend the rest of her life in the country house with her family as she always had wanted.

Ana Mª Marín Sánchez

**My story about “The Beach at Trouville”** There were two women on a beach. They were talking about her lives. Camille (the woman on the left) was Monet´s wife. She said to the other woman that Monet was an excellent artist. The other woman started to cry. Camille said: -Why are you crying? The woman answered: -Because… Because I miss my son. He went to London and he hasn´t come to visit me for two years. -Be happy! Your son will come to your house soon. I have heard that he caught a plane yesterday at London´s airport. -Oh! It’s fantastic. Thank for tell me this news! They finished to talk. At the moment, the woman´s son appeared there and they went to their house. Fran García

**Story //based on La Balancoire ,// painted by Renoir** The Renoir family was a very happy family. He was a painter, one of the most famous painter of the era. They had a daughter, Alice. Every Sunday, they met together as a family. They used to do it in the countryside. Francoise, his brother, had a house in the countryside. There, there was a swing and –Alice used to spend all day swinging.

One day, Renoir wet to call Alice to eat, but she wasn´t on the swing. Immediately, he went to find her in the house, but she wasn´t there either. Then, he told everyone who was there about her disappearance.

Everyone begun to look for her. The hours passed and passed and Alice didn´t appear. His mother hadn´t got enough strength to stand and she fainted. It was already seven o´clock in the evening when Alice appeared. Apparently, the swing had been broken and Alice went to find some wood to make a new one. Along the way, she found a strawberry field and she stopped to eat. Later, she found a dog, which she named Pluto. Pluto was an abandoned dog which was very hungry. Then Alice though that she could feed it, but for this they should came back to her uncle´s house. Thanks to Pluto they could return.

When she saw her dad and her mum, she run to hug them. They asked her where she had been and not to do it again. She ask them if she could keep the dog and they agreed she could.

Jesús Melgarejo

"Nigthlife"

based on "The Boulevard Montmartre at Night", by Camille Pissarro
I was walking freely in the streets of Pa ris trying to find a gloomy and mysterious bar in which to drown my sorrows in alcohol when I saw a small bright banner that said “free”. Yes, it was a hotel. It seemed it was my lucky night. “After three days wandering the streets of Paris, I could use a warm bath” I thought. I walked up to the dirty and unkempt hotel room and I thought I'd take a nap on the bed when I saw a large window in my room which showed an inmense wonder of the world. It seemed simple, but for me it was beautiful. I didn’t have my camera at the time, so I decided to invade those wonderful seconds of glory. I chose to take a brush and do a little sketch. I finished it and I noticed that it didn’t suggest anything to me. To finish it, I just added bright colours, fleeting, but with a great sense and magical night. I spent the whole night sitting in a chair, watching the beautiful scenery that was exposed in front of me. The next day, I began my journey through new worlds and cultures. I left my room painting abandoned. I had forgotten to put any sign or my name on it. I will never forget that night. It was the best of my life. Soledad Caballero Hernández

‘’ The Hiding’’

George’s family moved to Lavacourt. George was a very curious and intelligent twelve year old boy, who liked to look at the details.
===Arriving at their new home, George went to his new bedroom, he opened all the drawers and cupboards. Suddenly he noticed that there was something hidden in the wardrobe and it was a painting of the hamlet, it was a very beautiful painting and he decided to hang it on the wall.=== ===The next morning George’s mother went for a walk through the hamlet, and George wanted to accompany her. While they were walking, George saw a painting that there was in a store and he asked his mother if they could enter the store.=== ===George examined the painting, while his mother watched other paintings. He took a photo without the shop assistant noticing, because there was something that distinguished this painting from the other.=== ===George and his mother returned to their home. George looked at the new picture and at the other picture in his bedroom, trying to look at all the details, he saw one thing was missing in one of the paintings, it looked like a basement door.===

He went to the place where the little door should be, but it wasn’t there.
===He saw a confectionery and ran to buy a muffin because he was hungry, he overheard two women talking about the snow that had risen two meters since 1920, this made him think that maybe the door was still there, but that had been covered because fifteen years had passed.===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">He removed all the snow in order to open it and, although the door had a padlock, he managed to open it.
===He grabbed a flashlight and went down slowly, in the basement he saw many paintings; next to one of the paintings, there was a note: ‘’ If you’re reading this note, it’s because you found my hidden paintings. Right now I can’t show them and I wish that somebody would do it for me. Could it be you?. Signed Monet.’’=== ===George went to see all the pictures and he called his parents and explained what had happened. His parents called an art gallery and told them. The art gallery explained to them that Monet had left some of his paintings hidden somewhere. The art gallery took the pictures and thanked George's family for all.===

Tania Pedregosa Munuera.

AUTOEVALUACIÓN/COEVALUACIÓN de la Expresión Escrita

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Todas las producciones escritas son corregidas utilizando claves que indican el tipo de error. El estudiante tiene que intentar corregir sus propios errores con ayuda de su libro, de un diccionario, un compañero, etc. En función de cómo haya conseguido corregir su redacción, conseguirá hasta un punto más en la misma. ======