UNIT 3: GET CONNECTED

UNIT 3: GET CONNECTED.

FUTURE TENSES. Click on the Verbal Tenses Page on the right of this blog for more practise.

1. Future perfect simple v.s Future continuous.

2. Future will or going to.

3. Future will, going to and present continuous.

6. Future will, going to and present continuous.

4. Future perfect simple vs. Future continuous.

5. Mix future tenses.


Aquí hay muchísimos más.

UNIT 4. THE FAME GAME

UNIT 4.  THE FAME GAME.

             

1. Download this file. You will need it along the unit.

2. Defining v. non Defining Relative Clauses.

3. Download this file about Defining  Relative Clauses.

UNIT 1: TEENS

TEEN TRIBES: TWEES, the gengle revolution.

                Click for a song by Belle and Sebastian,musical icons for twees.

                 

 

                   

 JUNO

COMPOSTION.

Download this document to write about a film or book you have read. Follow the instructions and use the assessment chart to revise your work.


SHOW AND TELL SPEAKING EXERCISE. 

Click on the logo to download the instructions for the Show and Tell of your choice.

Follow the draft given and include the given points on each paragraph.

SONG You're sixteen, you're beautiful and you're mine. 

This is Ringo Star's version, maybe easier to understand .

THE GREAT GASTBY.

THE GREAT GASTBY, by Scot Fitzgerald.

Follow these pieces of advice for a satisfactory reading. Click on the picture to download the photocopy about the characters and the setting of the story.

1. Begin to read the book as soon as possible.

2. Open a VOCABULARY sheet and keep it at hand while reading WITH A DICTIONARY!

3. After reading each chapter, make a short summary of the plot. Be careful 

    with the verbal tenses you use.

4. Complete the worksheets you find in this blog. They are made to help you through the book and  highlight the most important things.

THE ROARING TWENTIES: This is a short introduction to the time and setting of the book which will help you understand it better.

UNIT 8. HONESTY

WHAT DO THESE SYMBOLS REPRESENT?

0. Before we can start with the unit you have to download this file. 

1. This video is an introduction to Bitcoins.

2. Click on the symbol to listen and complete the text.

Nelson Mandela. Invictus

Listen, watch and enjoy:

Today is BLACK FRIDAY in the USA.

OUR LAND, OUR PEOPLE, OUR PRODUCTS, OUR TRADITIONS.

1. "Tonight, make it vegetarian". Watch and comment this advertising.




FAIR TRADE. Watch and fill in the attached comprehension.

ON FRACKING

Watch this Associated Press video, “Communities Divided Over Natural Gas Drilling.” Take notes on the chart provided on your worksheet.  Name the reasons of those who are pro-fracking and against it .

Complete the chart about the impact of fracking using these resources:

Economy: Students in this group should identify the economic opportunities, including job creation, and challenges that arise with hydrofracking, including housing concerns. Students should also consider broad impacts on local businesses and town services.

-How long does a fracking extraction platform last?

Land: Students in this group should explain the amount of land required for natural gas development, including pipelines. They should be able to illustrate how gas extraction might change the use of land and roads in the community. They should also explore whether or not local governments can regulate hydrofracking, in their towns.

-What does the land look like when the drilling is over?

Water: Students in this group should describe the amount of water required for hydraulic fracturing, where the water comes from, and how the volume compares to other uses. This group should also be able to explain protections against drinking water contamination, and examples of possible contamination in Wyoming and Pennsylvania.

Waste: Students in this group should explain the types of waste produced by hydrofracking, including radioactive material, what processes produce the waste, what happens to it, and how it can be recycled. Additionally, students should explain the requirements fordisclosing the chemicals used in fracking.

Air: Students in this group should address how natural gas development influences air quality (PDF), including greenhouse gas emissionsand health problems.

Earthquakes:  Students in this group should look for the recent research on the link between the fracking process and the risk of earthquakes in those areas involved. Give data and real evidence. Check these newspapers: The Guardian, The New York Times, The Washinton Post and the Independent.

Don't forget to do  all the exercises. 

We'll correct them by the end of the week, on Friday.