New NASA video

Real images taken from space of things that we could only imagine some years ago...

Make sure you don´t miss the comments on the bottom left of the screen!!

If you prefer to watch it larger try here!

http://www.youtube.com/watch?v=hWz5ltE_I4c

 

Did you see Spain?

 

KET AND PET PRACTICE

Hi friends,

below you´ll see some websites where to practice for your exams.

Remember that it will be on May the 4^th.

Any problems, tell your teacher.

 

Good Luck!!!

 

http://www.1stopesl.com/

http://www.english-online.org.uk/exam.htm

http://www.cambridgeesol.org/exam-preparation/index.html

 

 

Science Project

Where to go in Spain

Project Basics: You must work in groups (of 2-3) Your group must: choose an autonomous community, an autonomous city or a province of Spain. create a travel brochure/pamphlet (POSTER-SIZED) present your travel brochure/pamphlet to the rest of the class NOT read during the presentation (You MUST MEMORIZE and REHEARSE your lines!)

Project Details: Your travel brochure/pamphlet must include information about: ¨ Photos ¨ Location in Spain (political map) ¨ Geography (physical map) ¨ Flag (and cultural relevance/roots) ¨ Tourist information Þ Places of historic interest Þ Places of cultural interest Þ Places of scientific interest Þ Gastronomy Þ Special activities from the area

Due date: 28 th November

Human Evolution

Have a look to this website to learn more about where we come from.

You can click here to explore the human origins as well.

Forces and machines

Here there is a website to learn more about levers.

Here you will find examples of the different levers, and you will see how they work.

Have fun!!!

Identifying trees

We will see soon how to identify trees, using a dycothomous key.

I´ve found a good example online, click here to have a look and learn how to do it.

 

 

SOME VIDEOS ABOUT PHOTOSYNTHESIS

 

PHOTOSYNTHESIS

Food for plants

They use the sunlight and the green in their leaves to make sugars from carbon dioxide (which they breathe in through their leaves during the day) and water. This sugar is then used to give the plant energy so that it can grow. This process is called photosynthesis and is the most important process on the planet, as many other plants and animals depend on plants to survive. Most of the energy is used to make new plant material, although some of it is stored by the plant for use during the months when there is less sunlight.

 

A breath of fresh air

During the night, plants breathe in oxygen. This is called respiration. The plant also needs minerals to grow, which the plant takes from the soil where they are dissolved in water. The plant releases any water that it doesn't need into the air through its leaves. This is called transpiration.

Plants are the only living organisms that can make their own food. This is one of the main ways of deciding if something is a plant.

If plants could not turn the sun's energy into food, we would all die. That is because we can eat all sorts of things plants grow, such as leaves, seeds, fruits, roots, nuts and flowers. But we can't eat sunshine! Text

Light is so important to plants, that their leaves grow in many patterns so as to catch the most light.

SCHOOL PROJECT IN GAMBIA

Hi again!

As most of you know, I´m travelling to Gambia in Easter, to visit a school project there, in a village called Brufut.

I would like to bring there some school materials, like crayons, pencils, pencilcases, etc... As they said there when I got in touch with them, everything is needed, and those children have nothing, so they´ll be pleased to get something that could help them study.

They speak English in Gambia, so, you can add a letter to your donation, so you will meet new people and discover new realities.

Here you can see a video (and listen the English that is spoken in Africa) to know better what they do there.

Click here to visit the website.

Thanks for collaborating with us.

 

Carolina

 

Unit 10

Ancient Buildings

I. Vocabulary

   ·column
   ·statue
   ·archaeologist
   ·carving
   ·steps
   ·block
   ·jewelry
   ·pot
   ·maze
   ·palace
   ·slanted
   ·explorer
   ·ancient
   ·fortress
   ·rich
   ·central heating
   ·border
   ·invade
   ·ruins
   ·aqueducts

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel	U4 – hear	U5 – make	U6 – see	U7 – spend	U8 – try
U1 – become	U2 – cut	U3 – find	U4 – hide	U5 – mean	U6 – sell	U7 – steal	U8 –understand
U1 – bite	U2 – dig	U3 – fly	U4 – hold	U5 – meet	U6 – send	U7 – stick	U8 – wake
U1 – break	U2 – do	U3 – forget	U4 – hurry	U5 – pay	U6 – show	U7 – study	U8 – wear
U1 – bring	U2 – draw	U3 – get	U4 – hurt	U5 – put	U6 – sing	U7 – swim	U8 – win
U1 – build	U2 – drink	U3 – give	U4 – keep	U5 – read	U6 – sink	U7 -  take	U8 - write
U1 – bury	U2 – drive	U3 – go	U4 – know	U5 – ride	U6 – sit	U7 – teach
U1 – buy	U2 – eat	U3 – grow	U4 – learn	U5 – ring	U6 – sleep	U7 -  tell
U1 – catch	U2 – fall	U3 – hang	U4 – leave	U5 – run	U6 – slide	U7 – think
U1 – choose	U2 – feed	U3 – have	U4 – lose	U5 - say	U6 - speak	U7 - tidy

III. Grammar

  Indefinite pronouns  

        Use indefinite pronouns to talk about people, things, and places which we don’t name.

Someone	Something	Somewhere
Everyone	Everything	Everywhere
No one	Nothing	Nowhere

            i.e. There is something wrong with all of my inventions.

                 There are machines everywhere.

                 There’s nothing wrong with me.

         In negative sentences and questions we use any- instead of some-

Anyone

Anything

Anywhere

i.e.  Is there anything wrong, Professor?

                  There’s someone at home →  There isn’t anyone at home

    Question Tags

            Use question tags at the end of sentences to mean ‘Am I right?’ or ‘Do you agree?’.

                        i.e.  These necklaces are beautiful, aren’t they?

                               The Egyptian room is upstairs, isn’t it?

                               We can’t take photos in here, can we?

 

 IV. Working with words

    Suffix  –ful

             We add –ful to words to make adjectives.

Wonder	Cheer	Help	Care	Play	Fear	Color	Thought
Wonderful	Cheerful	Helpful	Careful	Playful	Fearful	Colorful	Thoughtful

            When a noun ends in a consonant + y, remove the –y and add –iful.

                            Beauty → Beautiful

 V. Writing Skills

            Making writing more interesting.

                We can make a piece of writing more interesting by :

• Asking a question:

            Have you ever wondered what life was like in ancient Rome?

• Using the senses (what could we hear/see/smell/taste/touch):

            I could smell the fresh bread from the bakeries as I walked through the noisy streets.

• Using a variety of adjectives:

            But I imagined excited Romans sitting in the seats and watching a fantastic show.

• Describing people’s thoughts and feelings:

           I felt scared, because the rooms were small and dark.

• Using direct speech:

         “Come back soon,” he said.

JOEY

Here you have some more videos of the development of the joey.

 

VERTEBRATES

Here you can see again the video we saw in class.

Remember that marsupials give birth to their young, but they´re are still not well developed and that they need to stay inside their mother´s pouch. There, the joey finds the mammary glands and is fed until it´s completely developed.

Unit 9

The Big Match

I. Vocabulary

   ·athlete
   ·coach
   ·training
   ·trophy
   ·goalkeeper
   ·fan
   ·exercise
   ·captain
   ·process
   ·pump
   ·breathe
   ·oxygen
   ·lungs
   ·blood
   ·heart
   ·carbon dioxide
   ·steady
   ·pulse rate
   ·wrist
   ·beat

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel	U4 – hear	U5 – make	U6 – see	U7 – spend	U8 – try
U1 – become	U2 – cut	U3 – find	U4 – hide	U5 – mean	U6 – sell	U7 – steal	U8 –understand
U1 – bite	U2 – dig	U3 – fly	U4 – hold	U5 – meet	U6 – send	U7 – stick	U8 – wake
U1 – break	U2 – do	U3 – forget	U4 – hurry	U5 – pay	U6 – show	U7 – study	U8 – wear
U1 – bring	U2 – draw	U3 – get	U4 – hurt	U5 – put	U6 – sing	U7 – swim	U8 – win
U1 – build	U2 – drink	U3 – give	U4 – keep	U5 – read	U6 – sink	U7 -  take	U8 - write
U1 – bury	U2 – drive	U3 – go	U4 – know	U5 – ride	U6 – sit	U7 – teach
U1 – buy	U2 – eat	U3 – grow	U4 – learn	U5 – ring	U6 – sleep	U7 -  tell
U1 – catch	U2 – fall	U3 – hang	U4 – leave	U5 – run	U6 – slide	U7 – think
U1 – choose	U2 – feed	U3 – have	U4 – lose	U5 - say	U6 - speak	U7 - tidy

III. Grammar

  Modal Verbs

            Use may, might, and could to talk about present and future possibilities.

                 i.e. I might need to do more work on those boots!

           Use will and won’t to talk about future definites.

                 i.e. They’ll be a big success.

    Have to/ had to statements and questions

            Use have to/had to to talk about something that is/was necessary.

                        i.e.  You have to use your body to keep it healthy.

                               Do you have to exercise every day?

            Use don’t have to/didn’t have to to talk about something that is not/was not necessary.

                        i.e. You don’t have to go to the gym or do a sport every day.

 

 IV. Working with words

   Antonyms are words with opposite meanings

Best	Worst
Win	Lose
Give	take
Deep	Shallow
Clean	Dirty
Noisy	Quiet

 

 V. Writing Skills

            Writing up notes into full sentences.

       An Interview: Notes

            When we interview a person, we ask them questions and make notes of their answers:

                           Note: Training?  

                                      Run – 3 hours a day

            When we write an interview, we use our notes to write full answers to our questions.

                          Sentence: Do you have to do a lot of training?

                                            I run for three hours every day.

Unit 8

Let’s Eat Healthily!

I. Vocabulary

   ·additives
   ·dairy products
   ·health food
   ·home-made
   ·ingredients
   ·junk food
   ·ready-made
   ·sugar
   ·energy
   ·diet
   ·sweet
   ·salty
   ·sources
   ·calories
   ·vitamins
   ·snacks
   ·plenty
   ·raw
   ·clever
   ·brain

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel	U4 – hear	U5 – make	U6 – see	U7 – spend	U8 – try
U1 – become	U2 – cut	U3 – find	U4 – hide	U5 – mean	U6 – sell	U7 – steal	U8 –understand
U1 – bite	U2 – dig	U3 – fly	U4 – hold	U5 – meet	U6 – send	U7 – stick	U8 – wake
U1 – break	U2 – do	U3 – forget	U4 – hurry	U5 – pay	U6 – show	U7 – study	U8 – wear
U1 – bring	U2 – draw	U3 – get	U4 – hurt	U5 – put	U6 – sing	U7 – swim	U8 – win
U1 – build	U2 – drink	U3 – give	U4 – keep	U5 – read	U6 – sink	U7 -  take	U8 - write
U1 – bury	U2 – drive	U3 – go	U4 – know	U5 – ride	U6 – sit	U7 – teach
U1 – buy	U2 – eat	U3 – grow	U4 – learn	U5 – ring	U6 – sleep	U7 -  tell
U1 – catch	U2 – fall	U3 – hang	U4 – leave	U5 – run	U6 – slide	U7 – think
U1 – choose	U2 – feed	U3 – have	U4 – lose	U5 - say	U6 - speak	U7 - tidy

III. Grammar

   First Conditional
        Use the first conditional to talk about things that might happen in the future. First conditional sentence contain if and will.

 If  I press this button, the machine will make a pizza.

If this machine doesn’t work, I’ll be very upset.

I’ll be very upset if this machine doesn’t work.

  First Conditional Questions
                   Will I get ill if  I don’t eat fruit?    

                 Yes, you will.          No, you won’t.                                                                  

 IV. Working with words

   Phrasal Verbs with get    

Get up	Get on	Get around	Get back
Get on with	Get off	Get stuck	Get rid of

 

 V. Writing Skills

   Writing a personal account: endings

            We can end a personal account by writing:

• How people felt.

Luckily my family thought my cooking disaster was very funny.

• What happened in the end

We went to a pizza restaurant for dinner.

• The writer’s comments about what happened and what they have learnt

I haven’t cooked again since then! If I cook again, I won’t listen to music in the kitchen.

INVERTEBRATES

Welcome to the invertebrates world!!!

As you know, 95% of the animals in the world belong to the invertebrates group.

To learn more about invertebrates, click here.

Reported Speech

This video may help you better understand why we use reported speech!

Differences between told and said

Unit 5 Videos

Erase una vez la vida La Celula (1)

Part 2

Part 3

Las Celulas

Unit 7

Call an Ambulance!

I. Vocabulary

   ·bruise
   ·burn
   ·plaster
   ·bandage
   ·first aid kit
   ·cut (noun)
   ·sling
   ·patient
   ·hose
   ·breathing apparatus
   ·floods
   ·rescue
   ·check
   ·sites
   ·accident
   ·train (verb)
   ·lifeguard
   ·volunteer (noun)
   ·crew
   ·coastguard

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel	U4 – hear	U5 – make	U6 – see	U7 – spend
U1 – become	U2 – cut	U3 – find	U4 – hide	U5 – mean	U6 – sell	U7 – steal
U1 – bite	U2 – dig	U3 – fly	U4 – hold	U5 – meet	U6 – send	U7 – stick
U1 – break	U2 – do	U3 – forget	U4 – hurry	U5 – pay	U6 – show	U7 – study
U1 – bring	U2 – draw	U3 – get	U4 – hurt	U5 – put	U6 – sing	U7 – swim
U1 – build	U2 – drink	U3 – give	U4 – keep	U5 – read	U6 – sink	U7 -  take
U1 – bury	U2 – drive	U3 – go	U4 – know	U5 – ride	U6 – sit	U7 – teach
U1 – buy	U2 – eat	U3 – grow	U4 – learn	U5 – ring	U6 – sleep	U7 -  tell
U1 – catch	U2 – fall	U3 – hang	U4 – leave	U5 – run	U6 – slide	U7 – think
U1 – choose	U2 – feed	U3 – have	U4 – lose	U5 - say	U6 - speak	U7 - tidy

III. Grammar

   Reported Speech
        Use reported speech to report what somebody else said. In reported speech, we change present to past.                                                                                

Direct Speech                                                            Reported Speech                                             

       “I need some bandages                                   He said he needed some bandages                          

         “We’re making some sandwiches”              They said they were making sandwiches

                         
              Said/Told
                   We use said and told with reported speech. We use said when we just report someone’s words. We use told when we want to say who the person was talking to.

i.e. Our teacher told us she had got a surprise for us. She said we were going to learn first aid.
           

               Time Markers

                     When we use reported speech, we sometimes change the time words

Direct Speech	Reported Speech
Tonight, today	That night, that day
This week/month/year	That week/month/year
Now	Then
Tomorrow	The next day
Next week/month/year	The next week/month/year

“A doctor is coming to the school tomorrow.”       She told us a doctor was coming to the school       .                                                                                                   the next day.

 

            Pronouns/Possessive Adjectives

In reported speech the pronouns and possessive adjectives change too.

I → he/she	My → his/her		Me → him/her
We → they	Our → their		Us → them
“I gave my book to the teacher.”		He said that he gave his book to the teacher

 

 

 IV. Working with words

   Phrasal Verbs       

Put on	Put away	Put down	Look after	Drop off
Take off	Get out	Pick up	Cheer up	Hand out

 

 V. Writing Skills

   A newspaper report.

            When we write a newspaper report we include:

• A headline (the title of the report).

This tells us what the report is about.

• A short introduction

This tells us the most important parts of the story, but not all the details

• A main body

This tells us the details.

• A conclusion

This tells us the what happened in the end and what people said about the event.

 

 

Matter changes