MUSIC PROJECT -- THE BEST CHORUS COMPETITION!!!!!

Dear students,
We are going to work on a music project. We can include:

1- INTRODUCTION:
- Who is your favourite singer or group.
- Talk about:
their background, family, age, fashion style, dressing code (you have plenty of vocabulary in unit 1), friends, boyfriends/girlfriends, favourite food, place of birth, languages that he/she talks, taste...

2- BODY of your project
- Which kind of music does he/she or they play?
- What do they look like? (style)
- Are they famous? why?
- Do they give concerts?
- Do they sing or do playback in concerts?
- Do they have a fan club?
- CHOOSE a song and concentrate on the CHORUS
- Can you explain what is the song about?
- Explain the new vocabulary or expressions of this song

3-CONCLUSION
- Why do you like this song?
- What is the MESSAGE of the song?
- What do you learn through music?
- Why do you like music?
- When do you listen to music?
- Why do you listen to music?
- Where do you choose the music that you listen to?
- Do you share music with other friends?
PERSONAL OPINION
Make it very personal, be honest, you love this music, share it with us, explain how you feel!!!!


_____________________________

AIM OF THIS PROJECT


1- PRACTICE YOUR ENGLISH
2- SPEAK SPONTANEOUSLY!!!!!!!
3- TALK WITH PASSION ABOUT SOMETHING YOU LIKE!!!!
4- FEEL MUSIC
5- ENJOY ENGLISH

____________________________

IT IS FORBIDDEN

1- Copy and paste paragraphs or information from internet
2- READ when you do your presentation!!!!!
3- Feel shy, sweat, talk with something in your mouth, lean on the wall... when you present your project
4- Make comments when other students present their project

________________________________

IT IS COMPULSORY

1- LOOK AT YOUR AUDIENCE when you do your presentation
2- ENJOY!!!!!!!!!
3- Try to do the best presentation: this is a competition.

THE WINNERS WILL GET A PRIZE!!!!!!!!!!!!!!!!!!!!!

'THE 7 HABITS OF HIGHLY EFFECTIVE PEOPLE' by Stephen Covey

Do you want to be more effective in your life?
If you do you might consider following these steps.

This video is based on one of the  most influential books in self-development.

- What is self-development?
- What are the 7 habits?
- Do you agree with this theory?
- Do you think you can apply these ideas in your daily life?

Listen, enjoy and write/register the 7 habits.


https://www.youtube.com/watch?v=ktlTxC4QG8g&list=PLmNN1GAeU9dVBM1MD7NadQNoYQ5Rvo80k

ASSESSMENT

INS MAREMAR

Criteris de qualificació i promoció

Per calcular la nota final de cada avaluació es valoraran els següents aspectes:

• Examens: 60% de la nota final. En aquests examens es valoraran els diferents
aspectes de la llengua de la següent manera:

20% - grammar and vocabulary

20% - listening

20% - reading

20% - writing

20% - speaking

En cas que el/la professor/a detecti que l'alumne ha copiat o està intentant copiar en
un examen, es retirarà l'examen i aquest es valorarà en qualsevol dels dos casos amb
un zero.

• Activitats: 30% de la nota final. Es valorarà la feina diària a l'aula, els deures i les
activitats complementàries que es puguin realitzar, de la següent manera:

20% - grammar and vocabulary

20% - listening

20% - reading

20% - writing

20% - speaking

• Actitud: 10% de la nota final. Es valorarà l'actitud a l'aula, l'interés mostrat, la
participació a classe i els hàbits escolars (deures, puntualitat..)

Per calcular la nota final de curs es tindrà en compte el progrés i l'evolució de l'alumne.
Per això es farà una avaluació contínua, reciclant els continguts treballats al llarg
del curs. L'objectiu és que els alumnes entenguin que l'aprenentatge de la llengua
és un aprenentatge global, no compartimentat, ja que les estructures apreses i les
competències assolides s'utilitzen en qualsevol moment de l'aprenentatge i per a
totes les destreses, i no es poden, per tant, oblidar ni separar. Així, els alumnes amb
més capacitats avançaran en l'ús de la llengua sense oblidar allò que han après
anteriorment, i els alumnes amb més dificultats i que no han assolit els objectius i
competències proposats tindran sempre l' oportunitat de demostrar que han assolit
aquests objectius i competències en qualsevol moment del curs.

En coherència amb això, si un alumne supera un trimestre es considerarà aprovat
el trimestre anterior si aquest està suspés. Si es suspen l'últim trimestre es donarà
l'oportunitat de recuperar aquest últim trimestre. Si no es recupera, la nota final
dependrà de les notes dels trimestres anteriors i de la nota del trimestre final.

Els alumnes que tinguin un Pla Individualitzat o qualsevol tipus d'adaptació curricular
seran avaluats d'acord amb els corresponents criteris d’avaluació per tal de valorar si
han assolit els objectius i competències acordats.

Activitats de recuperació

Al llarg del curs, i sempre que es detecti que el progrés de l'alumne no és l'adequat,
s'establiran mesures de reforç educatiu per poder garantir l'adquisició dels
aprenentatges. Als alumnes que es detecti que tenen dificultats se'ls proporcionarà
material de reforç per practicar aquells aspectes que els suposen més dificultats.

DEPARTAMENT LLENGÜES ESTRANGERES

Practice English with your favourite song!!!!

Find your favourite song in this web page:

http://lyricstraining.com/search?genre=pop

You can choose your LEVEL:
- principiante
- intermedio
- avanzado
- experto

SIMPLE PAST PROJECT

Let's use the simple past verbs in a project of your choice!
The point is choosing a topic that you like and prepare a simple presentation using as many verbs as you can

Structure of your project:

1 INTRODUCTION
- Which is your topic?
- What kind of program is it?
- Why did you choose it?
- With whom are you doing this project?
- What is the program about?
- Where does it take place?
- When do you watch it?
- etc.

2 ARGUMENT/ PLOT
Choose a particular episode and explain WHAT HAPPENED!!!!
USE MINIMUN 50 verbs in simple past!!!
You can talk about:
- what people looked like
- the clothes they were wearing
- what they did
- what they ate
- what they spoke about
- the problems or difficulties they had
- how they solved their problems
- where the action took place
- when everything happened
- what the characters thought about everything
- etc.

3 CONCLUSION & OPINION

Be creative and clear in your conclusion.
Be honest and opinionated in your opinion.
Surprise the teacher and the class!!!
;-)


______________________________________________

Possible topics:

- Master Chef
- Soap opera
- TV series
- Super bowl
- Anime (Japanese manga)
- Reality shows
- Documentaries
- Fashion
- A book
- A film
- An interesting anecdote that happened to you or to somebody you know
- etc.

ENGLISH EXAM 4TH ESO - 10 - 11 February 2015

MODEL DE PROVA
COMPETÈNCIA COMUNICATIVA LINGÜÍSTICA- ANGLÈS

2014
http://csda.gencat.cat/web/.content/home/consell_superior_d_avalua/arees_d_actuacio/estudis/avaluacio_quart_eso_2015/angles_prova_adaptadaESO2014.pdf

http://csda.gencat.cat/web/.content/home/consell_superior_d_avalua/arees_d_actuacio/estudis/avaluacio_quart_eso_2015/angles_prova_adaptada_respostesESO2014.pdf  key


2013
http://csda.gencat.cat/web/.content/home/consell_superior_d_avalua/arees_d_actuacio/estudis/avaluacio_quart_eso_2015/angles_prova_adaptadaESO2013.pdf

http://csda.gencat.cat/web/.content/home/consell_superior_d_avalua/arees_d_actuacio/estudis/avaluacio_quart_eso_2015/angles_prova_adaptada_respostesESO2013.pdf KEY

2012
http://www20.gencat.cat/docs/Educacio/Home/Consell%20superior%20d%27avalua/Pdf%20i%20altres/prova%20avaluacio%20eso%202012/angles_setembre.pdf

LITTLE NICE STORY

Source: http://web2.uvcs.uvic.ca/courses/elc/studyzone/330/reading/smell1.htm

KEY VOCABULARY

NOUN PHRASES

bread: pa

good smell: bona olor

piece of bread: bocí de pa

payement: pagament

pot of soup: olla de sopa

smell: olor

soup: sopa

steam: vapor

ADJECTIVES

mean and greedy: mesquí i avariciós

compassionate: amb empatia, compassiu

fair and just: just

OPPOSITE ADJECTIVES

Angry - Happy

Bad - Good

Poor - Rich : Wealthy

Small - Big : Large

LINKING WORDS:

because: per què

so: per tal què

PREPOSITIONAL PHRASES

walking past a restaurant: passant caminant al costat d'un restaurant

over the soup: damunt de la sopa

the steam from the soup went into the bread: el vapor des de la sopa va anar cap a dins el pa

REGULAR VERBS

To ask -ed -ed: demanar, preguntar

To answer -ed -ed: contestar, respondre

To protest -ed -ed: protestar

To walk -ed -ed: caminar, passejar

To warm -ed -ed: escalfar

To smell -ed -ed: ensumar, fer olor, olorar

IRREGULAR VERBS

To eat ate eaten: menjar

To have had had: tenir

To go went gone: anar

To go went gone back: tornar, 'regresar', 'volver'

To hold held held: sostenir,  'aguantar', agafar

To mean meant meant: voler dir, significar

To shake shook shaken: sacsejar

To take took taken: portar, agafar, prendre

To think thought thought: pensar

Nasreddin and the Smell of Soup

One day, a poor man, who had only one piece of bread to eat, was walking past a restaurant. There was a large pot of soup on the table. The poor man held his bread over the soup, so the steam from the soup went into the bread, and gave it a good smell. Then he ate the bread.

The restaurant owner was very angry at this, and he asked the man for money, in exchange for the steam from the soup. The poor man had no money, so the restaurant owner took him to Nasreddin, who was a judge at that time. Nasreddin thought about the case for a little while.

Then he took some money from his pocket. He held the coins next to the restaurant owner's ear, and shook them, so that they made a jingling noise.

"What was that?" asked the restaurant owner.

"That was payment for you," answered Nasreddin.

"What do you mean? That was just the sound of coins!" protested the restaurant owner.

"The sound of the coins is payment for the smell of the soup," answered Nasreddin. "Now go back to your restaurant."

Source: http://web2.uvcs.uvic.ca/courses/elc/studyzone/330/reading/smell1.htm

TASK 1. CHOOSE THE CORRECT ANSWER TO FILL IN THE GAPS.

1.       What food did the poor man have? (1)__________________________.

The poor man had soup

The poor man had bread

The poor man had nothing

2.       What kind of food did he see in the restaurant? (2)__________________________.

He saw bread

He saw meat

He saw soup

3.       Why did he hold the bread over the soup? He held the bread (3) ___________________.

so the steam from the soup would go into the bread.

so he could warm his hand.

so the restaurant owner would get angry.

4.       Why did the restaurant owner take the poor man to Nasreddin? The restaurant owner took the poor man to Nasreddin (4)__________________________.

because Nasreddin was a judge.

so that Nasreddin could pay for the soup.

because Nasreddin was the man's relative.

5.       What did Nasreddin do with the coins? (5)__________________________.

He gave them to the restaurant owner.

He made a noise with them.

He gave them to the poor man.

6.       What was the payment for the smell of the soup? (6)__________________________.

The sound of money.

A few coins.

There was no payment.

7.       What was the owner of the restaurant like? (7)__________________________.

The owner of the restaurant was mean and greedy

The owner of the restaurant was compassionate

The ower of the restaurant was just and fair

TASK 2. VOCABULARY REVIEW

NOUN PHRASES

·         (8)_______________: pa

·         good (9)_______________: bona olor

·         (10)_______________ of bread: bocí de pà

·         (11)_______________: pagament

·         (12)_______________ of soup: olla de sopa

·         (13)_______________: olor

·         (14)_______________: sopa

·         (15)_______________: vapor

ADJECTIVES

mean and (16)_______________: 'mezquino' i avariciós

(17)_______________: amb empatia, compassiu

(18)_______________ and just: just

OPPOSITE ADJECTIVES

·         (19)_______________ - (20)_______________: enfadat - content

·         (21)_______________ - (22)_______________: dolent - bo

·         (23)_______________ - (24)_______________, Wealthy: pobre - ric

·         (25)_______________ - (26)_______________, Large: petit - gran

PREPOSITIONAL PHRASES

·         walking (27)_______________ a restaurant: passant caminant al costat d'un restaurant

·         (28)_______________ the soup: damunt de la sopa

the steam (29)_______________ the soup went (30)_______________ the bread: el vapor des de la sopa va anar cap a dins el pà

REGULAR VERBS

·         To (31)_______________ -ed -ed: demanar, preguntar

·         To (32)_______________ -ed -ed: contestar, respondre

·         To (33)_______________ -ed -ed: protestar, queixar-se

·         To (34)_______________ -ed -ed: caminar, passejar

·         To (35)_______________ -ed -ed: ensumar, fer olor, olorar

IRREGULAR VERBS

·         To (36)_______________ (37)_______________ eaten: menjar

·         To (38)_______________ (39)_______________ had: tenir

·         To (40)_______________ (41)_______________ gone: anar

·         To (42)_______________ (43)_______________ gone back: tornar, 'regresar', 'volver'

·         To (44)_______________ (45)_______________ held: sostenir,  'aguantar', agafar

·         To (46)_______________ (47)_______________ meant: voler dir, significar

·         To (48)_______________ (49)_______________ shaken: sacsejar

·         To (50)_______________ (51)_______________ taken: portar, agafar, prendre

·         To (52)_______________ (53)_______________ thought: pensar

Adapted from the original source available at the English Language Centre (ELC) at the University of Victoria (Canada) at http://web2.uvcs.uvic.ca/courses/elc/studyzone/

NOTE: Text and quiz has been partially adapted from The Study Zone for students of the English Language Centre (ELC) at the University of Victoria at http://web2.uvcs.uvic.ca/courses/elc/studyzone/ ELC teachers created the English language lessons and practice exercises. The site was originally designed for their adult English language learners, but all learners and teachers from all over the world are welcome to read the lessons and use the exercises. Study Zone has thousands of visitors to its other pages every day! http://www2.clustrmaps.com/es/counter/maps.php?url=http://web2.uvcs.uvic.ca/elc/studyzone/

Adapted and Glossed from the Original Source by N2014 available at http://web2.uvcs.uvic.ca/courses/elc/studyzone/330/reading/smell1.htm

                The interactive and self-corrected version of this quiz is available online at www.serratibonastre.cat