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?