INICIO CURSOS DE VERANO INGLES 2010

Se les recuerda a los alumnos antiguos del colegio que hayan obtenido promedio igual o inferior a 4,5 en Inglés, que de acuerdo a lo dispuesto por la Dirección, DEBEN tomar curso de reforzamiento desde el 4 al 30 de Enero del 2010. Por lo tanto, se cita a los alumnos y alumnas que se encuentran en esta situación, así como también a los alumnos nuevos, para el LUNES 4 DE ENERO, A LAS 9:00 A.M. en el salón auditorio del Colegio, para proceder a conformar los cursos y asignar los horarios correspondientes. Se insiste en la OBLIGATORIEDAD del curso, los alumnos y alumnas que no cumplan con este requerimiento, se les aplicará examen durante la primera semana de clases en el mes de marzo próximo.

DEPARTAMENTO DE INGLÉS

CURSOS REFORZAMIENTO VERANO 2010.

Los siguientes alumnos obtuvieron un promedio igual o inferior a 4,5 en Inglés. Por lo tanto DEBEN tomar curso de verano paar superar sus falencias.

Freshman E
1. Francisco López
2. Josselyn Lucay
3. Thamyki Mamani
4. Víctor Portugal
5. Frank Ruiz
6. Leady Romero

Freshman F
7. Matías Lemus
8. Hernán Letelier
9. Rodrigo López
10. Franco Miranda
11. Javiera Orellana
12. Valeria Villavicencio

Sophomore A
13. Washington Ugarte
14. Marcela Vera
15. Elías Zúñiga
Sophomore B

16. Pía Pastén
17. Marco Veas
18. Nicole Vilches
19. Matías Torrejón



Sophomore C
20. Paul Silva
21. Nicolás Villagra
22. Roberto Yáñez
23. Luis Yáñez

Sophomore D

24. Leslye Fuentes
25. Luz Pastén
26. Sofía Ramírez

Sophomore E

27. Ehyline Morales
28. Nicolás Muñoz
29. Melanie Pandolfa
30. Camila Pizarro
31. Fabio Rivas
32. Rodrigo Rojas
33. Carolina Venegas
34. Kimberly Vilches

Sophomore F

35. Eduardo Jara
36. Daniela Jiménez
37. María Moreno
38. Rubén Muñoz
39. Daniela Neira
40. Francisca Peláez
41. Paula Ramos
42. Diego Segovia
43. Gonzalo Sepúlveda
44. Valentina Toledo

Morro de Arica: Questionnaire

Mr. Navarrete, there you are!

QUESTIONNAIRE ON VISIT TO “MORRO DE ARICA MUSEUM”

Instructions: Listen to the talk and answer these questions. Any information not mentioned should be asked.

1.- WHICH WAS THE STRATEGY OF THE CHILEAN ARMY TO OVERTAKE EL MORRO DE ARICA?
NARRATE THE EVENTS.

2.- WHAT IS THE REASON FOR THE WAR BETWEEN CHILE AND THE PERUVIAN-BOLIVIAN CONFEDERATION ?

3.- IN WHICH CAMPAIGN OF THE PACIFIC WAR EL ASALTO Y TOMA DEL MORRO DE ARICA IS CONSIDERED ?

4.- HOW DID THE PERUVIAN ARMY DEFEND THEIR POSSESSION ON MORRO DE ARICA? REFER TO THE MILITARY SUPPLIES ( WEARPONS, FORTS, SHIPS, ETC)

5.- WHY IS THIS MILITARY EVENT RECOGNIZED AS THE DAY OF THE CHILEAN ARMY?

CURSOS REFORZAMIENTO VERANO 2010.

Iquique, 1 de Diciembre 2009



A los alumnos y apoderados de 6° Básico a 2° Año Medio

El Colegio Inglés, a través del Departamento de Inglés, informa:

1. Nuestro Colegio otorga especial importancia a la enseñanza del idioma inglés, herramienta fundamental para el desarrollo personal y profesional de las personas en el presente siglo.
2. El Colegio Inglés de Iquique, en sus 124 años de historia, se ha destacado por el nivel del manejo del idioma inglés de sus alumnos, uno de los sellos característicos de nuestra Institución.
3. Es necesario que tanto alumnos como apoderados comprendan la importancia de la adquisición de este idioma como proyección de futuro, y que forma parte de nuestra Misión establecido en el Proyecto Educativo Institucional. Para asegurar el cumplimiento de ese objetivo se ha determinado lo siguiente:

a) Que los alumnos que ingresen a nuestro Colegio desde 6° Básico a 2° Año Medio deben asistir obligatoriamente a clases de nivelación de Inglés durante el mes de Enero del año 2009, sin excepción.

b) Que los alumnos antiguos de nuestra Institución que hayan obtenido calificación inferior a 4.0 (cuatro punto cero) en el subsector de Inglés durante el año 2009, deberán asistir obligatoriamente a clases de reforzamiento de Inglés durante el mes de Enero del año 2010, sin excepción. De no asistir, el apoderado será responsable del rendimiento durante ese año lectivo. Si el alumno volviera a obtener una calificación anual insuficiente, el colegio se reserva el derecho de no renovar matrícula para el año 2011. (El valor del curso será cancelado al momento de la matrícula.)

c) Cada profesor de la asignatura, previa conversación con el director de ciclo correspondiente, solicitará la asistencia de su pupilo al curso de verano en el caso de aquellos alumnos que, habiendo tenido un rendimiento superior a 4.0, no demostraron un manejo aceptable del idioma durante el año escolar.

d) Que los alumnos que deseen voluntariamente tomar el curso, podrán hacerlo, comunicando esta decisión al profesor de Inglés correspondiente, quien solicitará al director de ciclo correspondiente, su inclusión.

THE LAND OF CRAZY GEOGRAPHY

I
In 1985, before traveling to Chile, I went to a local tourism office and on a wall I saw a poster with a map showing the different regions: the desert of the north, the fertile valleys in the center, lakes and mountains of the south and glaciers of the extreme south. The caption at the bottom read "Chile-Crazy Geography." What better way todescribe a country that is 4, 184.29 kilometers long, but averages only 160.93 kilometers wide?

II
The northern third of Chile is the mineral-rich but bone-dry Atacama desert. How dry is the Atacama? In Calama, a person told us: "Yes...I think it rained about the year 1500." But, in contrast, the Andes mountains have snow-covered peaks and clear lakes and streams that are never more than 100 kilometers away.

III
The heart of Chile, the Central Valley, as opposed to the extreme north and south, is a land of major industrial cities such as Santiago and Valparaiso, and vast fruit and vegetable farms. The Central Valley is also rich in minerals, and the El Teniente copper mine is the world's largest underground mine.

IV
About 1,000 kilometers from the capital is the Chilean lake district, an area of deep blue lakes, clear mountain streams, pine forests, and snow-topped mountains. tourists can stay in wonderful lodges and go fishing, skiing, hiking, camping, and just enjoy Mother Nature.

V
The southern third of Chile, unlike the central zone, is a sparsely populated archipelago of thickly forested islands, treacherous glacier-covered mountains, and deep coastal fjords, similar to the Norwegian coast of Alaska.

VI
And in the very south of the country, so different form the dry desert, lies cool Antarctica - the coldest, and also the windiest continent situated over the South Pole. More than 99 percent of Antarctica is covered with ice and contains about 70 percent of the world's fresh water.

GLOBAL TEST. ORAL PRESENTATIONS SOPOHOMRES

Topic: Native Americans.
Aztecs.
Inca.
Maya.
Aymara.
Mapuche.
Date: Starting on November 23rdon.
Groups: Students will work in groups of 3 or 4.
A: 5 groups of 3 people.
B: 3 groups of 3. 2 groups of 4 people.
C: 4 groups of 3 people.
D: 3 groups of 3 people. 2 groups of 4.
E: 3 groups of 3 people. 2 groups of 4.
F: 6 groups of 3 people.
Length of the presentation: 6 minutes minimum.
Powerpoint: Presented on a CD by November 20th . Only images allowed.
All students must speak the same amount of time.

PRESENTATION REQUIREMENTS

A draw will be done to designate the topics for each group. (November 13th)
Each group will be responsible for collecting information necessary to fill 6 minutes.
All groups will prepare their presentations in class on Wednesday 18th and Thursday 19th and Friday 20th presenting a written report of the work done. This will have a grade that will affect the final evaluation of the Presentation. Those days the students must bring printed material, books or any publications containing information, which can be in English or Spanish.

PRESENTATION


Geographical Location. (Map)
Socio-political organization.
Religious organization.
Economical organization.
Language.
Costumes and traditions. (Artistic and arquitectonic manifestations, ceremonies, rites)
Present condition of this culture. (Population, language, descendants, extincted or not)
Total time: 6 minutes minimum.

The Last of the Mohicans: Questionnaire.

1.Who is fighting in the “French and Indian “ war?
2.Why are the colonists reluctant to fight?
3.Make a list of characters with a short description of them.
4.What do the colonists want from General Webb?
5.What happened on the trail?
6.What happened to the Cameron homestead?
7.What happens at Fort Henry?
8.Why does Hawkeye help Jack desert?
9.What was Hawkeye accused of?
10.Which were the conditions for the English to surrender? Why does Munro accept?
11.What happened when the English were leaving the fort?
12.Why does Magua want revenge?
13.Why does Hawkeye leave Cora?
14.What happens with the Sachem? What is his judgement?
15.What does Heyward do for Cora?
16.What is Magua’s attittude to the Sachem’s decision?
17.Why does Hawkeye kill Heyward?
18.What happens in Magua’s and Uncas’ combat?
19.How did Alice die?
20.How did Chingachgook avenge his son? Why is he “The last of the Mohicans?”

FRESHMAN CLASSES

A SUCCESSFUL MELTING POT
Cultural diversity is not necessarily a bad thing for a country. Australia is often called the world’s most successful examples of multiculturalism. The most recent census data reveals that there are over 200 different ancestries with 22% of population born overseas (11.2% born in Europe, mainly the UK (United Kingdom) and Ireland, 5% born in Asia and 1% born in the Middle East or North Africa). Italian is the most popular language other than English spoken at home, followed by Greek, Cantonese, Arabic and Vietnamese. Indigenous Australians are just over 2 per cent of the population. Half of all Australians are women. The average age of Australians is 40.
Vocabulary
1. Successful
2. Melting pot
3. Census
4. Data
5. Reveal
6. Ancestries
7. Population
8. Overseas
9. Greek
10. Half
11. Average

Questionnaire
1. How is Australia called?
2. What does the census reveal?
3. What is the origin of the people living in Australia?
4. What are the languages spoken at home?
5. Who belongs to the 2% of the population?
6. Are men the majority in Australia?
7. What is the average age in Australia? What about in your class?

Final Oral Exam

General Questions

1. What are your weaknesses and your strengths?
2. What specialty do you want to follow? Why?
3. What qualifications do you have that make you feel you
Are right for this specialty?
4. Can you study under pressure or deadlines?
5. How do you feel about studying extra hour?
6. Do you see yourself as an employer or employee?
7. How are your grades so far?
8. What do you want to do after finishing high school?
9. Are you a self-motivated person?
10. What do you think study here is important?
11. How do you work better: in groups or alone? Why?
12. Do you plan to continue your education?
13. Where do you see yourself in five years from now?
14. Are you interested in studying: Administration/Accountancy/Secretary/Electronics/Metallurgy?
15. Would you like to travel to a country outside South America?
If yes, Where?
16. Why do you attend Colegio Inglés? Was it your decision?
17. What did you and your parents do last weekend?
18. How long do you stay at school?
19. Do you have a good friend, why did you become friends? How
long have you been friends?
20. How do you feel about classical music?
21. Which sports do you like watching?
22. Do you have any plans for the future?
23. It’s your dream day: What do you want to do?
24. Do you enjoy your holidays? Why?
25. What do you think of your work?
26. When did you start your studies in this school?
27. Describe Iquique. (weather, people, food, way of life, houses, famous buildings, landmarks, etc)
28. Are you an independent person?
29. What are your likes and dislikes?
30. What can you do in your free time?
31. Are you an independent person?
32. Who do you live with?
33. How often do you go to discos?
34. Describe a good student.
35. Describe a good worker.
36. Describe yourself psychologically.
37. What do you like doing in your spare time?
38. What do you and your family like to do in your spare time?
39. What do you have in common with your best friend?
40. Talk about your daily routine.
41. Where does your father, mother work?

PRE COLUMBIAN CULTURES

PRE-COLUMBIAN CULTURES
The Incas, the Mayas and the Aztecs were not the only people who developed important cultures in the Americas before the arrival of Christopher Columbus.
I. The Chinchorro people were fishermen-hunters-gatherers (chinchorro means “small boat”) who lived along the coast of the Atacama Desert of northern-most Chile from about 5,000 BC to 500 BC. There were many ancient cultures of people who lived simply among the arid river valleys of the Andes, but the Chinchorro made themselves unique by their dedicated preservation of the dead. People of the Chinchorro culture developed elaborate methods of mummification. The Chinchorro would prepare their mummies by removing the internal organs and replacing them with vegetable fibers or animal hair. In some cases an embalmer would remove the skin and flesh form the dead body and replace them with clay.
II. The Nazca culture flourished in the Nazca region between 300 BC and 800 AD. Their astronomers created the famous Nazca Lines and built an impressive system of underground aqueducts that still function today. The Nazca Lines are the most attractive feature in this culture. These large geoglyphs, drawings on the earth’s surface, make no sense on the ground. We can recognize the features only from the air. There are several kinds of figures, such as fish, birds, monkeys, a whale, spiders and plants. These lines spread on the ground more than 1,300 km. Since these lines are on a flat surface and the climate in the area is extremely dry, nearly all geoglyphs remain completely intact.
III. The Native Americans were living in America long before the arrival of white man on American soil. When the Europeans came, there were probably about 10 million Indians populating the North American continent. It is believed that the first Native Americans arrived during the last ice-age, approximately 20,000-30,000 years ago through a land-bridge across the Bering Sound, from north-eastern Siberia into Alaska. The name Indian was first applied to them by Christopher Columbus, who believed that the land he had discovered was India. The North American Indians were nomads who would hunt the buffalo for food and dress and would move around the land according to the weather.

Vocabulary

Pre-columbian
Arrival
Arid river valleys
Unique
Internal organs
Embalmer
Flesh
Clay
Flourish
Aqueducts
Feature
Spread
Flat
Surface
Intact
Soil
Ice-age
Land bridge
Bering sound
Apply



Questionnaire

1. What kind of people were the Chinchorro?
2. What does “chinchorro” mean?
3. When and where did they live?
4. Why did the Chinchorro make themselves unique?
5. How did they prepare their mummies?
6. What did the embalmer do?
7. When and where did the Nazca culture live?
8. What did the astronomers create?
9. What kind of figures can we see?
10. Why are the lines and geoglyphs intact?
11. How long were the Native Americans living in America?
12. When did the first Native American arrive in America and how?
13. Who gave this name to them and why?
14. What kind of life did the Native Americans have?

What is Halloween?

There are a lot things said about Halloween. Ignorance is the predominant thing. Personally, I think it is silly to celebrate something so far from our culture. That is one thing. On the other hand, I'm shocked of what I hear from some people who claim that this festivity is a celebration of a Satanic kind! Nobody criticizes the comercialization of Christmas, so, why Halloween? Here you have the history of Halloween, taken form the History channel website. Read it, an make an INFORMED decision.

HISTORY OF HALLOWEEN

Halloween's origins date back to the ancient Celtic festival of Samhain (pronounced sow-in).
The Celts, who lived 2,000 years ago in the area that is now Ireland, the United Kingdom, and northern France, celebrated their new year on November 1. This day marked the end of summer and the harvest and the beginning of the dark, cold winter, a time of year that was often associated with human death. Celts believed that on the night before the new year, the boundary between the worlds of the living and the dead became blurred. On the night of October 31, they celebrated Samhain, when it was believed that the ghosts of the dead returned to earth. In addition to causing trouble and damaging crops, Celts thought that the presence of the otherworldly spirits made it easier for the Druids, or Celtic priests, to make predictions about the future. For a people entirely dependent on the volatile natural world, these prophecies were an important source of comfort and direction during the long, dark winter.
To commemorate the event, Druids built huge sacred bonfires, where the people gathered to burn crops and animals as sacrifices to the Celtic deities.
During the celebration, the Celts wore costumes, typically consisting of animal heads and skins, and attempted to tell each other's fortunes. When the celebration was over, they re-lit their hearth fires, which they had extinguished earlier that evening, from the sacred bonfire to help protect them during the coming winter.
By A.D. 43, Romans had conquered the majority of Celtic territory. In the course of the four hundred years that they ruled the Celtic lands, two festivals of Roman origin were combined with the traditional Celtic celebration of Samhain.
The first was Feralia, a day in late October when the Romans traditionally commemorated the passing of the dead. The second was a day to honor Pomona, the Roman goddess of fruit and trees. The symbol of Pomona is the apple and the incorporation of this celebration into Samhain probably explains the tradition of "bobbing" for apples that is practiced today on Halloween.
By the 800s, the influence of Christianity had spread into Celtic lands. In the seventh century, Pope Boniface IV designated November 1 All Saints' Day, a time to honor saints and martyrs. It is widely believed today that the pope was attempting to replace the Celtic festival of the dead with a related, but church-sanctioned holiday. The celebration was also called All-hallows or All-hallowmas (from Middle English Alholowmesse meaning All Saints' Day) and the night before it, the night of Samhain, began to be called All-hallows Eve and, eventually, Halloween. Even later, in A.D. 1000, the church would make November 2 All Souls' Day, a day to honor the dead. It was celebrated similarly to Samhain, with big bonfires, parades, and dressing up in costumes as saints, angels, and devils. Together, the three celebrations, the eve of All Saints', All Saints', and All Souls', were called Hallowmas.

Jack o ‘lantern

Pumpkin carving is a popular part of modern America's Halloween celebration. Come October, pumpkins can be found everywhere in the country from doorsteps to dinner tables. Despite the widespread carving that goes on in this country every autumn, few Americans really know why or when the jack o'lantern tradition began. Or, for that matter, whether the pumpkin is a fruit or a vegetable. Read on to find out!
People have been making jack o'lanterns at Halloween for centuries. The practice originated from an Irish myth about a man nicknamed "Stingy Jack." According to the story, Stingy Jack invited the Devil to have a drink with him. True to his name, Stingy Jack didn't want to pay for his drink, so he convinced the Devil to turn himself into a coin that Jack could use to buy their drinks. Once the Devil did so, Jack decided to keep the money and put it into his pocket next to a silver cross, which prevented the Devil from changing back into his original form. Jack eventually freed the Devil, under the condition that he would not bother Jack for one year and that, should Jack die, he would not claim his soul. The next year, Jack again tricked the Devil into climbing into a tree to pick a piece of fruit. While he was up in the tree, Jack carved a sign of the cross into the tree's bark so that the Devil could not come down until the Devil promised Jack not to bother him for ten more years.

Soon after, Jack died. As the legend goes, God would not allow such an unsavory figure into heaven. The Devil, upset by the trick Jack had played on him and keeping his word not to claim his soul, would not allow Jack into hell. He sent Jack off into the dark night with only a burning coal to light his way. Jack put the coal into a carved-out turnip and has been roaming the Earth with ever since. The Irish began to refer to this ghostly figure as "Jack of the Lantern," and then, simply "Jack O'Lantern."
In Ireland and Scotland, people began to make their own versions of Jack's lanterns by carving scary faces into turnips or potatoes and placing them into windows or near doors to frighten away Stingy Jack and other wandering evil spirits. In England, large beets are used. Immigrants from these countries brought the jack o'lantern tradition with them when they came to the United States. They soon found that pumpkins, a fruit native to America, make perfect jack o'lanterns.


Halloween comes to America


As European immigrants came to America, they brought their varied Halloween customs with them. Because of the rigid Protestant belief systems that characterized early New England, celebration of Halloween in colonial times was extremely limited there.
It was much more common in Maryland and the southern colonies. As the beliefs and customs of different European ethnic groups, as well as the American Indians, meshed, a distinctly American version of Halloween began to emerge. The first celebrations included "play parties," public events held to celebrate the harvest, where neighbors would share stories of the dead, tell each other's fortunes, dance, and sing. Colonial Halloween festivities also featured the telling of ghost stories and mischief-making of all kinds. By the middle of the nineteenth century, annual autumn festivities were common, but Halloween was not yet celebrated everywhere in the country.

In the second half of the nineteenth century, America was flooded with new immigrants. These new immigrants, especially the millions of Irish fleeing Ireland's potato famine of 1846, helped to popularize the celebration of Halloween nationally. Taking from Irish and English traditions, Americans began to dress up in costumes and go house to house asking for food or money, a practice that eventually became today's "trick-or-treat" tradition. Young women believed that, on Halloween, they could divine the name or appearance of their future husband by doing tricks with yarn, apple parings, or mirrors.
In the late 1800s, there was a move in America to mold Halloween into a holiday more about community and neighborly get-togethers, than about ghosts, pranks, and witchcraft..

SPRING EVENING 2009

This Friday, October 23rd, the English Department of Colegio Ingles presents the traditional "SPRING EVENING", a show with all classes presenting the product of a year of work. Everybody is invited!!!

This is the program:

1. Devotional. Kinder.
2. John Lennon’s speech (Public Speaking participant). Eighth Grade.
3. Who is the King of the jungle? Fourth Grade.
4. Getting fat or keeping fit. Seventh Grade.
5. The teen music award. Fifth Grade.
6. Song. Junior Class.
7. Myths and legends. “Navel of the earth”. Sophomore Class.
8. Animal song. First Grade.
9. Debate team. Demonstration.
10. At the jungle. Pre-Kinder.
11. Fund-Raising Campaign. Freshman Class.
12. Iquique: Yesterday and today. Sixth Grade.
13. The spring circus. Second Grade.
14. Specialties profile. Senior Class.
15. At the fair. Third Grade.

FIELD TRIP SOPHOMORE CLASSES. ARICA 2009

FIELD TRIP SOPHOMORE CLASSES
ARICA 2009
OBJECTIVES

1. To appreciate the cultural elements present in the XV region through field observation.
2. To collect information related to the geographical area through observation.

Classes attending: Sophomore Classes A, B, C, D, E and F.
Date: October 8th and 9th, 2009.
Materials: Copybook, pen, camera, pocket dictionary (optional).

Instructions: Observe and collect information about:

a) Valle de Lluta.
• Location.
• Description.
• Agriculture.
• Difference with Azapa Valley.
• Kind of Valley.
• Colcas: Description, usage, dates.

b) Morro de Arica.
• Talk.
• Questionnaire to be answered and handed-in on the field.

c) Playa Chinchorro.
• Location.
• Historical data.

d) Playa Corazones.
• Description.
• Location.
• Historical data.

e) Museum “San Miguel de Azapa”:
• Pottery.
• Mommies.
• Historical data.

f) Settlements.

- Rosario de Peñablanca
• Petroglyphs.
• Representation.

- San Lorenzo
• Description.
• Historical data.

• The students will form groups of 3 people; exceptions will be considered in each class with the teacher. Each member of the group will be responsible for collecting his own information.
• The students will be observed on the field by teachers María Cristina Hurtado and Luis Lema.
• The students will keep an excellent behavior before, during and after the field trip.
• Do not forget that every aspect must be presented and explained through at least 2 photographs.

Presentation
1. The students will create an oral presentation with the collected information.
2. The presentation must include all aspects mentioned before.
3. Each aspect must have a minimum of 2 slides (photographs) on a POWERPOINT presentation that has to be recorded on a CD and handed in by October 15th.
4. The presentations start on October 19th. All the group members present.

IMPORTANT: The students will be responsible for collecting and reporting information for EACH subject that is requiring them, specifications have been given about aspects to be covered in English by groups participating.

FIELD TRIP FRESHMEN. INSTRUCTIONS.

FIELD TRIP FRESHMAN CLASSES 2009

OBJECTIVES

1. To appreciate the cultural elements present in our region through field observation.
2. To collect information related to the geographical area through observation.

Classes attending: Freshman Classes A, B, C, D, E and F.
Date: September 24th and 25th, 2009.

Instructions: Observe and collect information about:

a) Gigante de Atacama. (Unitas’ hill)
b) Geoglyphs of Pintados.
c) Guided tour through “Conaf Reservation Park”. (Pampa del Tamarugal)
d) Town of Pachica.

• The students will form groups of 3 people; exceptions will be considered in each class with the teacher. Each member of the group will be responsible for collecting his own information.
• The students will be observed on the field by teacher Luis Lema.
• The students will keep an excellent behavior before, during and after the field trip.

From all of these places, get the following aspects to be reported:

a) Location.
b) Flora.
c) Fauna.
d) Weather.
e) Landscape description.

Do not forget that every aspect must be presented and explained through at least 2 photographs.

Presentation
1. The students will create a 6 minute minimum oral presentation with the collected information. (Preparation in classes on October 13th, 14th and 15th)
2. The presentation must include all aspects mentioned before.
3. Each aspect must have a minimum of 2 slides (photographs) on a POWERPOINT presentation that has to be recorded on a CD and handed in by October 15th.
4. The presentations start on October 19th. All the group members present.

Freshman Classes: Oral Test. Presentations on Fundraising Campaigns.

The students will work in pairs.
They will select a campaign.
Create a slogan.
Create a poster.
Determine how is the money going to be raised.
When and where is the event.
How is the campaign going to be advertised to the community.


All this must be presented through a Powerpoint presentation+the poster+the slogan on Wednesday. All the work, except for the Powerpoint, must be done IN CLASSES.

The war of the worlds: More questions...

45.Why did the aliens go to the basement?
46.What happened to Ray when he was trying to find Rachel?
47.What does the tripod do with the truck?
48.What did Ray have to do to get the tripod’s attention?
49.Where does the tripod deposit Ray?
50.What does the “closed chute” do?
51.What did Ray leave inside the tripod?
52.What happened to the red weed at the end of the story?
53.What’s wrong with the tripod?
54.What does Ray realize when he sees the birds flying around the tripod?
55.What did the soldiers do?
56.What does Ray finally do?
57.How does the movie close?
58.What does the narrator reveal?

The Oral test consists on an individual interview divided in 3 parts:

a) Definition of 2 words taken from the vocabulary developed in class.
b) Description of one of the following characters: Ray Ferrier, Rachel, Robbie, Mary Anne, Tim and Harlan Ogilvy.
c) Answer 3 questions taken from the movie.

Remember that while I evaluate a partner, the rest of the class reads the text "The lost temples of the Maya".

QUESTIONNAIRE: THE WAR OF THE WORLDS.

Sample questions.

Where does the story take place?
Why did Mary Anne dropped the kids off on Ray’s house?
What happened to the cars?
What’s a “Tripod”? What does it do?
How did Ray and the kids escape from New Jersey?
What happened with the news crew?
What does Rachel see at the Hudson River?
How did Ray lose the car?
What happened to the ferry?
What happened to Athens?
What happened to Robbie?
What happened between Ray and Harlan?
What is the “red weed”?
Was Rachel captured?
How does Ray save Rachel?
What does Ray and Rachel see in Boston?
What did Ray tell the soldiers?
What happens in the last scene?
What happened to the Tripods?
How did the Martians set the machines underground? When?
Where does Ray work? 
WHO WERE WAITING FOR HIM AT HIS HOUSE? 
WHY DID TIM AND MARY ANN DROP THE CHILDREN OFF AT HIS HOUSE? 
HOW DOES ROBBIE FEEL ABOUT HIS FATHER? 
WHAT IS WRONG WITH RACHEL? 
WHAT DOES ROBBIE DO WITH HIS FATHER’S CAR?
WHY DON’T THE ELECTRONIC DEVICES WORK?
WHAT DOES RAY DO AFTER SENDING ROBBIE TO TAKE CARE OF RACHEL?
WHAT DOES RAY ADVICE TO THE MECHANIC TO REPLACE?
WHAT DOES IT EMERGE FROM THE COLD HOLE ?
WHAT DOES THE TRIPOD MACHINE START DOING?
HOW DOES RAY GET A CAR?
WHERE DO RAY AND HIS CHILDREN ESCAPE TO?
WHY DOES EVERYBODY WANT RAY’S CAR?
WHERE DO THEY TAKE REFUGE?
WHAT HAPPENS DURING THE NIGHT?
WHY DOES RAY MEET IN THE MORNING?
WHAT DID THEY SHOW TO RAY?
WHAT DID THEY SEE IN SLOW MOTION?
WHAT DOES THE REPORTER BELIEVE?
WHAT DO THEY DO AFTER HEARING THE TRIPOD’S SIREN?
WHY IS RACHEL STARTLED BY?
WHY DID ROBBIE WANT TO JOIN THE SOLDIERS?
WAS ROBBIE ABLE TO GO WITH THE SOLDIERS
WHAT HAPPENED TO THEM WHILE THEY WERE DRIVING ALONG NY385?
WHY DID THE MOB ATTACK THEM?
WHAT HAPPENED TO RAY’S CAR? HOW DID THEY CONTINUE THEIR TRIP?
WHAT HAPPENED AT THE HUDSON RIVER FERRY IN ATHENS?
HOW DOES RAY FEEL ABOUT ROBBIE WHEN THEY WERE IN THE FERRY?WHY?
WHAT DOES THE FOURTH TRIPROD DO TO THE FERRY?
WHAT DID ROBBIE, RAY AND RACHEL WITNESS FROM A HILL?
WHY THE TRIPODS CAN’T BE DESTROYED BY THE MILITARY FORCES?
WHAT DOES ROBBIE DO WHEN THEY FOUND U.S MILITARY FORCES?
WHY DID RAY LET ROBBIE GO?
WHY DID THE COUPLE WANT TO TAKE RACHEL?
WHAT DOES RAY THINK AFTER THE FIREBOM ERUPTS?
WHO OFFERED SHELTER TO RAY AND RACHEL AND WHERE?
WHAT HAPPENED TO HARLAN OGILVY?
WHY DOES TENSION EMERGE BETWEEN RAY AND OGILVY?
WHAT HAPPENED BETWEEN RAY AND OGILVY WHEN THE ALIENS WERE IN THE BASEMENT?
WHAT DOES THE RED WEED HAPPEN TO BE?
WHY DOES OGILVY SUFFER A MENTAL BREAKDOWN?
WHAT DOES RAY DECIDE TO DO AFTER THIS EVENT?
WHAT HAPPENED TO RAY AND RACHEL WHEN THEY WERE ASLEEP?

Freshmen & Sophomores: Written Quiz.

Next August 31st, both Freshmen and Sophomores will have a written quiz.
The contents are:

Freshmen: Text: "Mexican queen of color". (True or False, completion of sentences)

Sophomores: Vocabulary from the movie's handout "The war of the worlds".

Remember that the Oral test starts the next day, without exception.

Text: "The war of the worlds".

The story opens in Newark, New Jersey, with dock worker Ray Ferrier (Tom Cruise) finishing the third shift in the morning. His pregnant ex-wife Mary Anne (Miranda Otto) and her wealthy new husband Tim (David Alan Basche), drop off Ray's 10-year-old daughter Rachel (Dakota Fanning) and teenage son Robbie (Justin Chatwin) at his house. They are staying with him in Bayonne, New Jersey, while Tim and Mary Anne visit her parents in Boston, Massachusetts for the weekend. Rachel suffers from a panic disorder, while Robbie harbors resentment and outright disrespect towards his father. Later that day, Ray wakes up from a nap and is told by Rachel that Robbie has stolen his car and left.
Ray immediately sets out to find him, but is distracted by a strange wall cloud formation near his neighborhood. As he and Rachel view it from the garden, the clouds begin to unleash electromagnetic pulses, disabling all of the working electronic devices in the area, including cars. Ray finds an apologetic Robbie, and tells him to take care of Rachel in the house while he goes to look at a hole in the ground that Robbie mentioned. Traveling past, he advises a mechanic to replace the solenoid of a Plymouth Voyager he is repairing. Ray and many other people find the mysteriously cold hole in the intersection, from which a large Tripod machine emerges. It begins to vaporize all humans within its range, and starts to destroy all the buildings in its path. Ray however, manages to escape and returns to his house. After packing food, Ray and the kids abandon their home and steal the Plymouth Voyager, which, due to Ray's advice of changing the solenoid, is the only operating vehicle in town.
The family drives to Tim's house, and take refuge in the basement for the night. During the night, a tripod destroys an airliner that crashes into the development, demolishing many of the houses. In the morning, Ray meets a small news team, who show close-up video footage to Ray of the lightning in the previous "storm". In slow-motion, they see what they believe to be a pod, deducing that the aliens "rode" down the lightning into the ground where the Tripods were located. The reporter believes that the machines were buried in the Earth long before the rise of humanity. After hearing the siren of a nearby Tripod approaching the area, the news crew flees. Ray gathers Rachel and Robbie and they leave to join their mother in Boston.
As the family continues on their journey and stop for a bathroom break, Rachel is startled by the sight of thin mutilated corpses floating along the Hudson River. They are passed by a convoy from the U.S. Army. Robbie begs the soldiers driving by to allow him to join and fight, but is ignored until Ray confronts him along with Rachel. In the evening, as they drive along NY 385 their van is attacked by a mob along their travel route, who are desperate for transport. However, after a man steals the van by holding Ray at gunpoint, Ray and his children are forced to continue on foot. They reach a Hudson River ferry in Athens, New York, but as a Tripod appears over the hills on the horizon (joined by two others), the crowd panics and the ferry immediately sets off. However, escape proves futile as a fourth Tripod hiding underwater capsizes the ferry. Ray, Robbie, and Rachel manage to escape and swim to safety, while other refugees are captured or killed. On a hill, they witness the town of Athens being destroyed.
Later, the family comes across U.S. Military forces somewhere in Massachusetts, attacking a group of Tripods; entirely fruitless efforts as the machines are protected by force-fields. Although their weapons are ineffective, the military continues with their assault to delay the advance of the Tripods, and give some time for the refugees in the area to escape. Robbie attempts to join the battle, and Ray reluctantly lets him go in order to save Rachel from being taken away by a couple nearby, who see her waiting alone by a tree and worry for her safety. In the ensuing chaos an enormous firebomb erupts, Robbie is separated from Ray and Rachel, and they assume he is dead.


As they flee the battle, Ray and Rachel are offered shelter in a nearby basement by a man named Harlan Ogilvy (Tim Robbins), who lost his family to the Tripods. The invaders settle close to the house where the trio is hiding, and tensions start to emerge between Ogilvy, who wants to strike back at the aliens, and Ray, who is preoccupied with his own safety and that of his daughter. Later that night, a Martian probe gains access to the basement, and the three barely manage to escape detection. A small contingent of aliens enters to explore the basement, and Ray struggles to stop Ogilvy from attacking them with a shotgun. The aliens are summoned back to the Tripods by a siren before Ogilvy has an opportunity to shoot them. Meanwhile, the invaders begin cultivating a strange "red weed", which appears to be a mysterious plant fertilized with the blood of captured humans. Subsequently, Ogilvy suffers a mental breakdown after witnessing one of the Tripods harvesting blood and tissue from a helpless human victim. Ray, concerned that the commotion Ogilvy is creating might draw the attention of the invaders to himself and his daughter, makes the decision to murder Ogilvy and thereby silence him. Rachel goes to comfort her father, who is clearly affected by having to carry out the killing. The pair then falls asleep, but are awoken by another probe entering the basement, which sights Rachel. Ray attacks the probe with an axe and it retreats, while Rachel flees the house.
Ray attempts to find Rachel, but is attacked by a Tripod. As he tries to find safety in a truck which the Tripod tosses upside down, Ray spots his daughter standing nearby, screaming as the Tripod advances towards her. The Tripod captures Rachel and ignores Ray's provocation, forcing him to harass it with some hand grenades he finds nearby. Though the shield protects the Tripod, it immediately captures Ray and deposits him in a metal cage with many other captives, and a traumatized Rachel. A closed chute above the cage releases an arm which periodically grabs a human to be devoured. After it grabs Ray, the other prisoners fight to save him, and successfully pull him out from within the interior of the Tripod. Ray reveals that he left the remaining grenades primed within the Tripod, and the grenades detonate, destroying it. The cage is dropped on a tree, and Ray and Rachel - along with the other surviving captives - escape.
Soon afterwards, Ray and his daughter continue to move towards Boston. It is there that they find that the entire "red weed" is dying, and the Tripods are beginning to seriously malfunction. After seeing birds fly near, and land, on one still-moving Tripod, Ray realizes that the shields are no longer operational. He draws this to the attention of a group of soldiers who are trying to lead refugees to safety, and the soldiers attack the Tripod with several Javelin missile launchers - successfully bringing it down. With the threat gone, Ray finally brings Rachel to Mary Anne and Tim at her parents' house, where she has been waiting for them. Robbie also comes out of the house, revealing that he survived too. The movie closes with Ray and Robbie hugging, and Ray crying in relief.
Afterwards, the narrator reveals that the Tripods were breaking down because the invaders and their weeds were suffering from terrestrial diseases, for which they had no immunity.

Text: "Mexican queen of colour."

MEXICAN QUEEN OF COLOUR
I. Frida Kahlo (1907-1954) was a Mexican painter of the indigenous culture in a style combining Realism, Symbolism and Surrealism. She was deeply influenced by indigenous Mexican culture, visible in the bright colours of her paintings and dramatic symbolism. “I paint my own reality,” she once said. Most of her paintings show her troubled personality and life experiences and she loved to paint herself-53 of her 140 paintings are self-portraits.
II. When she was a small child she suffered from polio which left one of her legs shorter. Later on in her life, she was in a serious tram accident which left her in terrible pain for most of her life. Her poor health is also often shown in her pictures.
III. Kahlo was famous for her unconventional appearance-she refused to remove her facial hair (she had a small moustache and black brows which she exaggerated in self-portraits), and for her extravagant style of clothing based mainly on traditional Mexican dresses.
IV. Her preoccupation with female themes and women’s problems made her a cult feminist figure in the last decade of the 20th century. Today, Frida Kahlo is considered Mexico’s painting ambassador and a representative of women’s rights.

Freshmen & Sophomores: Written Test.

As it was announced, this Wednesday you have your first test of this semester. Remember, the contents are:

FRESHMEN: Simple Past.

SOPHOMORES: Tesxt "Navel of the earth", its vocabulary, verbs and qwuestionnaire+Simple Present+Simple Past.

PREPARE!!!

National Geographic readings.

This semester we are working with texts from National Geographic. In the case of Freshman classes the text is "Living with a volcano", Sophomores work with "The lost temples of the Maya". Both books are being sold in "Books and Bits" bookstore in Ramírez 1351. The price is $7.000 approx.

SOPHOMORE CLASSES: QUIZ.

This Friday July 31st a Quiz on the text "Navel of the earth" will be given. Contents are:

a) Vocabulary.
b) Questionnaire.

The text is published on this blog.

WINTER BREAK

Today all students from Colegio Ingles start their winter break. Two weeks to rest, think and have fun. We'll see you again on July 28th. Best wishes!!!

BLOG PRIMERO MEDIO E

He creado un blog especial para mi jefatura del Primer Año Medio E, la dirección es www.primeroeiec.blogspot.com

Toda la información concerniente al curso será canalizada a través de este blog y así www.lemaiec.blogspot.com seguirá siendo en Inglés.

Ante cualquier consulta dirigirse a la parte de "comentario".

APODERADOS PRIMERO MEDIO E: ENTREGA DE INFORME DE NOTAS. MIÉRCOLES 8 DE JULIO.

Este Miércoles 8 de Julio desde las 7 y hasta las 8 de la noche en sala 212 se entregarán informes de notas parciales. Una vez terminadas las vacaciones de invierno se efectuará la reunión de apoderados correspondiente. Sólo se entregarán los informes a los APODERADOS, ningún alumno podrá retirarlos. Luis Lema, Profesor Jefe.

TEXT: NAVEL OF THE EARTH.

As legend has it, Hotu Matua, who was king of the Maori territory, decided to migrate with his people because a natural disaster was affecting their country, so he sent a canoe withy seven young warriors to explore an island in the middle of the ocean.

Once on the island, the explorers were not happy with what they found, and only one of them wanted to stay there while the others wanted to go back to Hiva, their country. But before they could make a decision, Hotu Matua arrived with his people in two large canoes. He landed on what is now Anakena beach and called the island Te Pito O Te Henua or Navel of the Earth. After exploring the island, Hotu Matua divided the land among his people, the Hanau Momoko (thin people) and organized them in twelve clans. Then they built the village of Hanga Roa.

Tradition says that a second group of people arrived on the island later, the Hanau Eepe (Big people). The Hanau Eepe told the Hanau Momoko to carve big stone statues called Moais, a representation of their ancestors; after carving the statues, the Thin people had to put them standing on large stone platforms called Ahus. For many years the Thin People worked for the Big People like this; after extracting stone from the Rano Raraku quarry, they carved the statues and then transported them for many kilometers to the platforms.

After doing this for several years, the Thin People rebelled against the Big People, killing them all but one. They then went to live in the village of Orongo, on the Ranu Kau volcano.

In the end, the creation of the Moai and the subsequent war meant a total ecological disaster for the island with many thousands of palms growing all over the place.

LENGUAJE: TRABAJO SOBRE POEMA.

La prueba del libro "Mi planta de naranja lima" será el próximo Martes 30 de Junio a la 5a hora (12 del día).
Los alumnos se encuentran trabajando en un taller sobre poemas. Este taller culmina este Jueves.

En taller de Lenguaje, los alumnos deben explicar una historia a través de una presentación de Powerpoint. La fecha de entrega se confirmará a la brevedad posible.

ATENCIÓN APODERADOS PRIMERO MEDIO E.

Sr.(a) Apoderado (a):

Cito a Ud. a reunión para el día Jueves 25 de Junio a las 19:00 hrs. en sala 212. Ruego su asistencia y puntualidad. Se entregará informe de notas así como también se informarán sobre las actividades de aniversario.
Sin otro particular, se despide atte.
Luis Lema Larraguibel, Profesor Jefe.

PRIMERO E: EVALUACIONES.

Estas son las evaluaciones registradas hasta el momento:

Viernes 19 de Junio: Historia: Entrega de mapa. Alumnos deben traer Atlas.
Inglés: Entrega CD con Powerpoint para presentación oral.
Lunes 22 de Junio: Inglés: Comienzan presentaciones orales sobre Etnias del mundo, nota válida como Prueba Global.
Jueves 25 de Junio: Matemática: Prueba.
Viernes 26 de Junio: Historia: Prueba Global.
Prevención de Riesgos: Prueba.
Química: Debates.
Para la próxima semana está contemplada la evaluación del libro "Mi planta naranja lima" en Lenguaje. Fecha a confirmar.

Cualquier duda hacerla llegar en la sección "comentario" ubicado bajo este mensaje.
Estaré actualizando esta información. Luis Lema, Profesor Jefe.

FRESHMEN. GLOBAL TEST ORAL PRESENTATIONS ON ETHNIC GROUPS AROUND THE WORLD.

ORAL PRESENTATION


Topic: Ethnic Groups around the world.
Date: Starting on June 22nd on.
Groups: Students will work in pairs. There will be trios when necessary.
Length of the presentation: 5 minutes minimum.
Powerpoint: Presented on a CD by June 19th. File compatible with Office 2003. Only images allowed.
Both students must speak the same amount of time.

PRESENTATION REQUIREMENTS

The ethnic group will be given to the pair or trio through a draw done in class.
Each group will be responsible for collecting information necessary to fill 5 minutes.
All groups will prepare their presentations in class on Wednesday 17th ,Thursday 18th and Friday 19th, presenting a written report of the work done. This will have a grade that will affect the final evaluation of the Presentation. Those days the students must bring printed material, books or any publications containing information, which can be in English or Spanish.

PRESENTATION MUST INCLUDE:

Geographical location. City, country. (Map)
Social Organization.
Political and Administration organs.
Economical system.
Military Organization.
Pictures.
Total time: 5 minutes minimum.

ASPECTS TO BE EVALUATED:

Pronunciation.
Preparedness.
Enthusiasm.
Contents.
Personal appearance.
Creativity.
Grammar.
Answer questions.

ETHNIC GROUPS:

Maasai
Rapa Nui
Mapuches
Aymaras
Kurdos
Jarawa
Tibetans
Maori
Quechua
Jibaro
Nahuas
Samis or Lapons
Samoans

SOPHOMORES: BIG FOOT. QUIZ NEXT FRIDAY.

BIG FOOT
The Big Foot legend is a complex tapestry of stories told in the Northwest region of North America, from Northern California through British Columbia. According to the legend, a massive primate wanders the depths of remote Northwestern forests, rarely interacting with humans but occasionally leaving traces such as footprints. Similar legends about ape-like creatures can be found in other remote regions of the world, with creatures like the Yowie in Australia and the Yeti in Asia.
Native American communities were apparently the originators of the Big Foot legend. Records form the 1840s include transcriptions of Native American stories about a massive, mysterious creature in the depths of the woods, and settlers in the Pacific Northwest clearly took such stories to heart, reporting periodic sightings to this day.
Several films with an alleged Big Foot have been taken, most notably in 1967, when Robert Gimlin and Roger Patterson claimed to have caught Big Foot on tape. Other evidence of Big Foot’s existence includes casts and photographs of extremely large footprints, along with sound recordings of unusual animal calls which have been attributed to Big Foot. Skeptics point out that many Big Foot claims have turned out to be hoaxes, and that the quality of evidence not proved to be faked is questionable.
You may also see Big Foot referred to as Bigfoot or Sasquatch. Believers in the Big Foot legend suggest that Big Foot may represent the remainder of a largely extinct primate group, or perhaps an evolutionary throwback. Scientists generally dismiss these claims, arguing that the survival of such large race of primates would not have gone unnoticed, even in remote regions of the Northwest, and that the lack of scientific evidence strongly suggests that Big Foot is an entirely fictional creature.
This legend is one of the most enduring stories in crypto zoology, a field of study which focuses on researching extinct animals, legendary creatures, and animals which shouldn’t exist, but do, at least according to small groups of adherents. Some crypto zoologists agree with mainstream scientists and conclude that Big Foot is simply a legend, perhaps a combination of a fairy tale and stories told to be frightened, confused, and lost hunters. Others think that Big Foot really is out there, and that someday they will be able to present the scientific community with unassailable proof, pointing to the discovery of creatures like the coelacanth to show that creatures presumed extinct do show up alive now and then.


Big Foot's Vocabulary

Legend
Tapestry
Massive primate
To wander
Depths
Trace
Ape-like
Record
settler
To take something to heart
Sighting
Alleged
To claim
Cast
Skeptic
Hoax
Fake
Throwback
To dismiss
Enduring
Fairy
Unassailable
Proof
Coelacanth
To show up

Big Foot's Questionnaire

Where does this legend have its origin?
What does the legend say?
Who originated the legend?
Who are Robert Gimlin and Roger Patterson?
What is the evidence of Big Foot’s existence?
Which are Big Foot’s other names?
What is crypto zoology? What does it say?

PROGRAMA ANIVERSARIO 124 COLEGIO INGLES.

Sábado 27 de Junio: Noche de Inicio. Presentación de Reyes. 20:00 hrs. Colegio inglés.
Martes 30 de Junio: Día de pantuflas y Deporte. 15:00 hrs. Colegio Inglés.
Miércoles 1 de Julio: Actividades deportivas. 15:20 hrs. Colegio Inglés.
Jueves 2 de Julio: Jornada recreativa. 15:20 hrs. Colegio Inglés. Liturgia de acción de gracias. 20:00 hrs. (Funcionarios)
Viernes 3 de Julio: ACTO SOLEMNE DE ANIVERSARIO. 10:00 hrs. Participan funcionarios, 2 apoderados por curso y directivas de alumnos. Serenata. 23:00 hrs. Ex-alumnos y comunidad en general. Colegio Inglés.
Sábado 4 de Julio: Bailetón. 10:30 hrs. Colegio Inglés.
Domingo 5 de Julio: DESFILE ESCOLAR PLAZA PRAT. 10:00 hrs. Colegio Inglés. Participan Funcionarios y TODOS los alumnos.
Lunes 6 de Julio: Tarde huachaca. 15:20 hrs. Colegio Inglés.
Martes 7 de Julio: Tarde de Coreografías. 15:30 hrs. Colegio Inglés.
Miércoles 8 de Julio: Misión Imposible. Noche cultural. 19:00 hrs. Colegio Inglés.
Jueves 9 de Julio: Fiesta de Coronación. 22:00 hrs. Local externo.
Viernes 10 de Julio: Jornada de Reflexión. Actividades sin alumnos.

FRESHMEN. Text: "How it all started"

HOW IT ALL STARTED

It can’t be proved that language is as old as humans, but it is definitely true that language and human society are inseparable. Where there are humans, there is language. There are several theories on the origin of language but none of them is more true than the next. What is true, however, is that at some point in their evolutionary development, humans acquired a more sophisticated brain which made language invention and learning possible.
There are theories which claim that language began when humans started naming objects, actions and phenomena after a recognizable sound associated with it in real life: crash became the word for thunder and the Chinook Indian word for heart is tun-tun.
There is another theory which says that the first words came from involuntary exclamations of dislike, hunger, pain, or pleasure, eventually leading to the expression of more developed ideas and emotions. In this case the first word would have been and involuntary ha-ha-ha sound. Such sounds began to be used to name the actions which caused them.
Still others claim that language may have developed from warning signals such as those used by animals. Perhaps language started with a warning to others, such as look out, or help to alert members of the tribe when some ferocious beast was approaching.
We will never know, in fact, how language started, but what we do know is that it is probably the most important feature that distinguishes us from animals and helps us communicate (or not!) with others.

Sophomores:Text "How to make friends"

MAKING FRIENDS

When I was a child, it was very difficult for me to make friends. I was shy and introverted. But when I changed schools in the 7th grade, my head teacher, Mrs. Lopez, gave me some very important advice. Now, I would like to share it with you.
The quickest way to make a friend is to smile. When you smile, people think you are friendly and easy to talk to. It may not be easy at first to smile, but you can practice in the mirror.
It is easy to start a conversation with someone when you say something nice about them. Think about how great you feel when someone says something nice to you. Ask your new friends questions about themselves: who their favorite singer is, where they live, the name of their teacher, what they do after school, are all good questions to start a conversation. It’s not really nosy to ask questions about people. It’s the only way to get to know what they’re like. Make sure you have something to add to the conversation too.
After you have made some friends that share the same interests, it’s always fun to plan activities together that you’ll both enjoy. It is good to invite a friend over to your house after school. If you know a game your friend likes to play, you can plan to do that together.
You may both love playing computer games, but this activity is best done alone or with a friend you have known for a really long time. When you play a computer game, one person is always left sitting with nothing to do but watch. It is not fun to sit alone and watch another person play. Finally, be careful with bad apples.

JANE EYRE:TRUE OR FALSE KEYS.

Sorry, I totally forgot about this!!! You know what they say, "better late than never"


ARE THESE SENTENCES TRUE (T) OR FALSE (F). JUSTIFY THE FALSE ONES.



1.F
2.T
3.F
4.F
5.F
6.T
7.T
8.T
9.T
10.F
11.F
12.T
13.F
14.T
15.F
16.F
17.F
18.F
19.F
20.F
21.T
22.T
23.T
24.F
25.T
26.F
27.F
28.T
29.F
30.T
31.T
32.F
33.T
34.T
35.T
36.T
37.F
38.T
39.T
40.T

RAIN MAN'S PRACTICE TEST KEY.

Answer Key

Rain Man

Level 3 – Pre-Intermediate

1 (a) Sanford Babbitt
(b) Raymond
(c) Sally Dibbs
(d) Susanna
(e) Charlie
2 (a) 1988
(b) 1949
(c) 246
(d) 156
(e) 250
3 (a) 9
(b) 5
(c) 1
(d) 6
(e) 10
(f) 3
(g) 8
(h) 7
(i) 2
(j) 4
4 Tests modal verbs.
(a) should
(b) would
(c) had to/has to
(d) had to/has to
(e) could







5 Tests reflexive pronouns.
(a) themselves
(b) himself
(c) itself
(d) herself
(e) yourself
6 (a) Susanna
(b) Charlie
(c) Dr Bruner
(d) the car (Buick Roadmaster)
(e) Raymond
(f) telephone book
(g) pizza
(h) photograph
(i) cards
(j) Raymond and Susanna
7 (a) F
(b) T
(c) T
(d) F
(e) T
(f) F
(g) F
(h) F
(i) T
(j) T

MID TERM ORAL EXAM SOPHOMORES:QUESTIONNAIRE.

General Questions Sophomore Classes
1. What’s your name?
2. How old are you?
3. Where do you live?
4. What do you do?
5. Do you like sports?
6. What’s your mother’s or father’s name?
7. How old is your father or mother?
8. Where do you study?
9. Where does your father, mother work?
10. Do you like pets?
11. What sports do you like?
12. Describe yourself. (height, hair, eyes)
13. What color are your eyes?
14. What clothes do you like to wear?
15. What do you like doing in your spare time?
16. What do you and your family like to do in your spare time?
17. What do you have in common with your best friend?
18. Talk about your daily routine.
19. Describe a member of your family.
20. Describe a good student.
21. Describe a good worker.
22. Describe yourself psychologically.
23. How often do you go to restaurants?
24. How often do you go shopping?
25. Where do you spend your weekends?
26. How do you get to school?
27. Do you go to discos?
28. How often do you go to discos?
29. Where do you do your homework?
30. Are you an independent person?
31. What are your likes and dislikes?
32. Is there a good hotel in Iquique? Name it.
33. How many good beaches are there in Iquique? Name them.
34. Is there a good swimming pool in Iquique?
35. Describe Iquique. (weather, people, food, way of life, houses, famous buildings, landmarks, etc)
36. What can you do in your free time?
37. Where can you listen to music or read quietly?
38. Can your best friend speak English?
39. What nationality are you?
40. What your nationality is your father or mother?
41. Where do you have lunch?
42. Do you have breakfast everyday?
43. Are you here because you want to learn English?
44. Where is Iquique?
45. What would you like to do in the future?
46. Where is the Free Zone situated?
47. Would you like anything to drink now?
48. What would you like to do now?
49. What are the benefits of the Free Zone?
50. What’s your father’s job?
51. When did you start your studies in this school?
52. Do you enjoy your holidays? Why?
53. What do you think of your work?
54. Do you know many people in this school?
55. What sort of lunch do you prefer?
56. Do you like cooking?
57. Do you mind helping your mom at home?
58. Which do you prefer: swimming or playing soccer?
59. Do you have any plans for the future?
60. It’s your dream day: What do you want to do?
61. When and where did you meet your best friend for the first time?
62. How do you feel about spiders?
63. How do you feel about classical music?
64. Which sports do you like watching?
65. What are you doing in this moment?
66. What is your father or mother doing now?
67. Who are you talking to?
68. What are you interested in?
69. What places would you like to visit?
70. Who would you like to meet with?
71. Describe a good friend.
72. How long do you stay at school?
73. Do you have a good friend, why did you become friends? How long have you been friends?
74. How does your mother feel about your good grades?
75. What’s your home like?
76. What’s the weather like?
77. How can I get to the bank?
78. How do you spell you surname/last name?
79. When are you going to the beach?
80. Who do you live with?
81. Where were you born?
82. How long do you stay at school?
83. Did you sleep well last night?
84. What was the weather like last weekend?
85. What did you and your parents do last weekend?
86. When is your birthday?
87. Did you go to bed early last night?
88. Did you have breakfast this morning?
89. Was it raining yesterday?
90. Why did you decide to study here?
91. What day is it today?
92. What was the most difficult subject when you entered this school?
93. How old were you when you entered this school?
94. What grade are you in?
95. Do you have a boyfriend or girlfriend?
96. Tell about your family.
97. What’s your favorite school subject?
98. What is your opinion about the immigration problem in Iquique?
99. What is your opinion about the Chilean educational system?
100. What is your opinion about “L.G.E.”?
101. Would you like to travel abroad? Where and why.
102. Who is the person in your life you respect the most and why.
103. What do you know about Greenpeace?
104. Why do you attend Colegio Inglés? Was it your decision?
105. What do you think about politics?
106. What season is it in Iquique in January?
107. What season is it in the United States in January?
108. In what continent do you find France?
109. Would you like to travel to a country outside South America? If yes, where?
110. Would you work with people who suffer from A.I.D.S.? Give a reason for your answer.
111. Would you like to work as a volunteer in the future? Do you feel you should be paid for this work? What are the benefits of volunteering?
112. What will be the number one problem in the world in twenty years? (this would be a problem shared by all people in every country) What could you do to help?
113. What is your E-mail address?
114. Where and when were you born?
115. How many hours are there in a day?
116. Where is Rome/France/Amsterdam/The Nile river/The Amazon river?
117. What are the countries next to your country?
118. What is your mother’s tongue?
119. Where is the capital city of Japan/Italy/USA/England?
OTHER QUESTIONS
1. What are your weaknesses and your strengths?
2. What specialty do you want to follow? Why?
3. What qualifications do you have that make you feel you are right for this specialty?
4. Can you study under pressure or deadlines?
5. How do you feel about studying extra hour?
6. Do you see yourself as an employer or employee?
7. How are your grades so far?
8. What do you want to do after finishing high school?
9. Are you a self-motivated person?
10. What do you think study here is important?
11. How do you work better: in groups or alone? Why?
12. Do you plan to continue your education?
13. Where do you see yourself in five years from now?
14. Are you interested in studying: Administration/Accountancy/Secretary/Electronics/Metallurgy?

SOPHOMORE CLASSES: TEXT ABOUT FAMILIES. (WRITTEN TEST, APRIL 24TH)

DIFFERENT KINDS OF FAMILIES
Have you ever wondered about what the word family means to you? It might mean your parents and your brothers and sisters or the whole extended string of cousins, uncles and aunts. It might be just your mother or just your grandparents. But whoever it includes, whatever it is, you know that is your family.
Families are not better or worse-they are just different. Look at the different kinds of families you can find in our society.
I. In these families, the nucleus is the biological or adoptive parents of the children with an extended web of relatives. _____________________.
II. In this family there is only one parent in the home who provides all the care. This is currently increasing in most developed countries including Chile. _______________.
III. These families are generally created by divorce and remarriage where biologically unrelated children live in the same household. __________________________.
IV. Sometimes children are reared by their grandparents when their biological parents have died or can no longer take care of them or work full-time. _______________
V. In these families, the parents usually live and work in different towns or states. One parent provides the primary residence, and the other parent comes home for short periods of time, such as weekends and holidays. _____________________
VI. Substitute parents and institutional child care workers normally provide a replacement family for children referred by the courts or government agencies. ______________
VII. It is a family where a group of people who live and work together often share the responsibilities of raising the children. _________________________

FRESHMAN CLASSES: TEXT FOR WRITTEN TEST OF APRIL 24TH. "MUSIC IN OUR LIVES"

MUSIC IN OUR LIVES

A lot of people like many different types of music. We do not all like the same types of music but, probably, we all like music. However, a recent study reveals that we don’t have the same feelings when listening to music.
This study investigates the impact of different types of music on tension, mood, and mental clarity. A total of 144 people completed a psychological profile before and after listening for 15 minutes to four types of music-grunge rock, classical, New Age, and designer.
According to the study, when listening to grunge rock music there is a significant increase of hostility, sadness, tension, and fatigue and there is a significant reduction in caring, relaxation, mental clarity, and vigour.
In contrast, after listening to the designer music (music designed to have specific effects on the listener) there is a visible increase in caring, relaxation, mental clarity and vigour, and significant decrease in hostility and fatigue. Unlike grunge rock music, which can make people feel like a bear with a sore head, designer music can make people feel over the moon. The results of New Age and classical music were mixed.
But don’t worry. The study does not mean that if grunge makes you happy and relaxed you should stop listening to it. After all, we don’t all react the same to different stimuli.

SPELLING CONTEST LIST:FRESHMEN AND SOPHOMORES.

The qualifying for the "Spelling contest 2009" will be next week. Each class will get a champion who will go to the final of April 30th in the Auditorium Room. Everybody can participate!

Here you have the list of words to start practicing...the darkened ones belong to second round list.

1. LIFESTYLES
2. BUSINESS
3. FACTORY
4. ARGUMENT
5. VOLUNTEER
6. BRAVERY
7. RACISM
8. TRAGEDY
9. BIRTHDAY
10. CHRISTMAS
11. WEDDING
12. QUALITY
13. SHOPPING
14. CULTURE
15. WEBSITES
16. ADVENTURE
17. TRAVELLERS
18. CANOEING
19. CONQUER
20. WILDLIFE
21. CHARGES
22. CHARACTER
23. FIGHTING
24. DIVERSITY
25. IDENTITY
26. MACHINE
27. POLLUTION
28. SMOKING
29. BICYCLE
30. JOURNEYS
31. INDUSTRY
32. CLASSICAL
33. HOSTILITY
34. HOWEVER
35. SADNESS
36. INCREASE
37. STATUETTE
38. NICKNAME
39. ACQUIRE
40. FEATURE
41. EARTHQUAKES
42. CAMPAIGNERS
43. CELEBRATION
44. POPULATION
45. CYBERSPACE
46. INFORMATION
47. CONTROVERSY
48. BIOGRAPHIES
49. CONSOLIDATION
50. LANGUAGES
51. DEVELOPMENT
52. COUNTRYSIDE
53. ENTERTAINMENT
54. ENVIRONMENT
55. SYMPATHETIC
56. PSYCHOLOGICAL
57. OUTSTANDING
58. ACHIEVEMENT
59. PROFESSIONAL
60. SUCCESSFUL

SOPHOMORES: DEATH OF A LEGEND TEXT.

DEATH OF A LEGEND
Sir Alec Guinness is a famous British actor. In his autobiography, he tells the strange story of the night he met James Dean, a sensational new Hollywood film star. “In the autumn of 1955 I went to Hollywood to make a film. I arrived after a sixteen-hour journey form Copenhagen and was very tired. I went with a friend to a popular Italian restaurant but unfortunately it was full. As I walked back to the car, I heard someone call my name. I turned and saw a fair-haired young man in sweatshirt and blue jeans. –Do you want a table?- He asked. –Please join me.- The young man was James Dean.
We turned back and he said: -But first I’d like to show you something.- In front of the restaurant there was a large, shiny silver sports car tied with a ribbon. There was bunch of red roses on it. –I’ve just got it!- he said. –How fast does it go?- I asked. –About 150 miles and hour,- he replied.
Suddenly I spoke in a voice that was strange to me: -Don’t drive that car. If you do, you will be dead this time next week.- James Dean just laughed. I apologized and said I was hungry and tired. We went into the restaurant and had a very enjoyable time. We said goodbye an hour later. We didn’t say anything more about the sports car.
At four o’clock the next Friday afternoon, James Dean was dead. He crashed his new sports car on the way to a car rally and died instantly.”

*James Dean made only three films: East of Eden, Rebel without a cause and Giant.

In case you are interested, I posted some videos on the "video file" section so you can check James Dean's acting.

DATES FOR EVALUATIONS, FIRST TERM 2009, FRESHMAN AND SOPHOMORE CLASSES.

Test calendar. First Term 2009.
1. March 30th Oral Test
2. April 24th Written Test
3. May 25th Novel’s test
4. April 27th, May 4th, May 11th. Novel’s quizzes.
5. June 1st Written Test.
6. June 22nd Global Test, presentations
7. Quizzes+Classwork evaluation.

ORAL TEST: FRESHMAN CLASSES. MARCH 30TH.

Contents to be evaluated:

a) Introducing yourself.
b) Family.
c) Expressing likes.
d) Daily routines.

The evaluation will consist on an oral interview between the student and the teacher.

FRESHMEN WORKING ON DIALOGS.

Freshman classes E and F are currently preparing dialogs in which they have to include:

- introducing yourselves.
- daily routines.

The dialogs must be 2 minutes length and cannot be read.

This activity will be evaluated in its preparation and presentation by the teacher in charge.

Evaluation day: Thursday 26th.

SOPHOMORES: ORAL QUIZ ON VOCABULARY THIS THURSDAY 26TH.

The list of words to be considered are:

"From Ragu to riches"
1. sauce
2. ancient
3. to emigrate
4. straight
5. to settle
6. skill
7. to earn
8. recipe
9. factory
10. rich
11. poverty



"Born to dance"

1. prima ballerina
2. diplomat
3. flat
4. performance
5. to save
6. tiring
7. thirsty
8. reward
9. queue


"A long day's journey into work"

1. accountant
2. village
3. railway
4. underground



EACH STUDENT IS RESPONSIBLE FOR GIVING EACH WORD AN ENGLISH MEANING, WITH HIS/HER OWN WORDS.

SOPHOMORE CLASS TEXTS: ORAL TEST NEXT MARCH 30TH.

FROM RAGU TO RICHES
This is a story about two cities, one woman and tomato sauce. The story began nearly one hundred years ago in the kitchen of a small house in the ancient city of Melfi in southern Italy. It ended with one of the USA’s best-selling sauces.
In July 1892, a baby girl was born in Melfi. She was called Assunta Gala. Her father, Michelangelo, and his wife Amelia had ten children altogether. Four of them died.
In those days life in southern Italy was very hard. One way of escape was a ticket to the USA. The whole family emigrated and Assunta arrived in New York on 15th May, 1914. They went straight to “Little Italy” in New York State and settled in the city of Rochester. Assunta had no skills except cooking and she worked in her brother’s restaurant for several years. In 1927 she married Giovanni Cantisano and started a family.
To earn a little extra money, Assunta began to make spaghetti sauce. She used her mother’s old recipe, made the sauce in her kitchen and sold it locally. Soon everyone wanted the sauce and the Cantisanos moved the “kitchen” to a factory. They put the sauce into cans, called it “Ragu” and sold it throughout the northeastern states.
In 1969, an American food company bought the “golden recipe” for over forty million dollars! Assunta began her life in poverty and died a millionairess. Her sauce was the best-selling spaghetti sauce in the whole of the USA.


BORN TO DANCE
Nina Ananiashvili is a prima ballerina at the Bolshoi Ballet, the greatest ballet company in the world. She lives with her husband Guya, a diplomat , in an apartment in Moscow. The apartment is very small. The bedroom and the sitting room are in one room and there is only a very small bathroom and kitchen.
Every morning Guya and Nina have breakfast at half past seven. Then Nina prepares her ballet shoes. She uses three new pairs of ballet shoes for every performance. Nina usually walks to her classes at the theater. “I love the city”, she says, “It opens my eyes”.
But on performance days, she takes a taxi to class and back. “I like to save my energy”, she says. She arrives at the theater at about five o’clock in the evening. The performance starts at seven thirty.
Dancing is very tiring and some ballerinas lose three kilos during a performance. Nina is always very thirsty after a performance. “I drink and drink: water, tea, lemonade, anything. Usually I can’t sleep until three or four o’clock in the morning.”
Bolshoi dancers earn quite a lot of money and there are other rewards. Girls stand in shopping queues to buy food for her. “Men just leave flowers outside my apartment and then run away!” says Nina, and laughs.


A LONG DAY’S JOURNEY INTO WORK
Do you think you have a long and boring journey to work? Well, David Ross takes over seven hours every day to get to and from work. That’s 1,610 hours a year!
David Ross, a 32-year-old accountant, lives with his wife and two children in Leeming, a small country village near York in the north of England. But his job is in the center of London, 400 miles (640 km) away in the south.
Every day David leaves home at five o’clock in the morning, drives three miles to his local railway station and catches the 5:30 train to York. At York he takes the 6:12 InterCity Express to King’s Cross in London. From there he goes by underground to Liverpool Street Station and the walks to his office.
The whole journey takes three hours and fifty minutes. He gets home at nine o’clock in the evening. What a life!
Why does he do it? David smiles: “Because I like my job in London but I like living in the north and I like travelling by train!”

WELCOME BACK!!!

Hi!, vacations are over, so it's time for all of us to get back to work...see you tomorrow at 8:30, for any further information, go to www.colegioingles.org