Activities in the whole school: coming by bicycle, clean-up campaigns…
English and Natural Science department: healthy habits, groups food, food pyramid.
Healthy habits:
What do you do to have a good health?
What do you do to get fit?
Do you do physical exercise or practice any sport?
Do you have a good diet?
What are you going to eat in the break?
Groups food:
Grains are foods like cereal, bread, spaghetti, rice and crackers. Grains give you energy. Try to make half of your servings whole grains. You can tell if something is a whole grain because the name usually has the word “whole” in it. (6-11 servings)
Vegetables are foods like broccoli, carrots, green beans, potatoes, spinach, and corn. Vegetables help keep you healthy and feeling good. You should try to eat at least one dark green vegetable or one orange vegetable each day.(3-5 servings)
Some fruits are apples, pears, cantaloupe melon, watermelon, grapes, and blueberries. Fruits fight off infections and help you heal when you get hurt. Fruits are a tasty snack to eat every day. (2-4 servings)
The milk group includes foods like milk, yogurt, cheese, ice cream and pudding. Foods from the milk group have calcium, which helps to grow strong bones and healthy teeth. (2-3 servings)
The meats and beans group includes foods like hamburgers, chicken, fish, eggs, beans and nuts. Foods from the meat and beans group are full of protein to help you build strong muscles. Try to eat leaner, less fatty meats to keep your heart healthy. (2-3 servings)
It refers to fats, oils and sweets. (used sparingly)
Food pyramid
miércoles, 7 de abril de 2010
domingo, 4 de abril de 2010
Music Idioms
Make sentences:
Blow your own horn / trumpet.
Call the tune.
Face the music.
Fit as a fiddle.
Buy / sell something for a song.
Music to my ears.
See you on the big drum.
Blow your own horn / trumpet.
Call the tune.
Face the music.
Fit as a fiddle.
Buy / sell something for a song.
Music to my ears.
See you on the big drum.
jueves, 1 de abril de 2010
Reason for using the Passive voice
1. Passive voice is used when the agent (doer of an action) is obvious, unknown, or unnecessary
a. Oranges are grown in California.
b. Toyotas are made in Japan.
c. Her purse was stolen.
2. Passive voice is used when the agent is known, but the speaker/writer does not want to mention it.
a. She was given bad advice.
b. A mistake has been made.
3. Passive voice is often used when the agent is very general such as people or somebody.
a. English is spoken here.
b. The door should be locked at all times.
4. Passive voice is used when the speaker/writer wants to emphasize a result or emphasize the receiver of the action instead of the performer.
a. Seven thousand people were killed by the earthquake
• The earthquake killed 7,000 people.
b. The professor was hit by three snowballs.
• Three snowballs hit the professor.
Exercises:
The following sentences are written in passive voice. Write the reason why the passive voice is used for each sentence. If you think the sentence should be written in the active voice, re-write the sentence in the active voice. Be prepared to explain all your answers.
1. The bed was gotten out of by me at 7:30.
2. 300 passengers were held hostage by the terrorists.
3. The stage was exited by me only after a long standing ovation.
4. The lights in the living room were left on last night.
5. The house was broken into.
6. I was raised in New Jersey.
7. The radio program was listened to by me.
8. The landscaping was installed by the homeowner.
9. Professor Spence was given bad directions.
10. The computer was manufactured in Taiwan.
a. Oranges are grown in California.
b. Toyotas are made in Japan.
c. Her purse was stolen.
2. Passive voice is used when the agent is known, but the speaker/writer does not want to mention it.
a. She was given bad advice.
b. A mistake has been made.
3. Passive voice is often used when the agent is very general such as people or somebody.
a. English is spoken here.
b. The door should be locked at all times.
4. Passive voice is used when the speaker/writer wants to emphasize a result or emphasize the receiver of the action instead of the performer.
a. Seven thousand people were killed by the earthquake
• The earthquake killed 7,000 people.
b. The professor was hit by three snowballs.
• Three snowballs hit the professor.
Exercises:
The following sentences are written in passive voice. Write the reason why the passive voice is used for each sentence. If you think the sentence should be written in the active voice, re-write the sentence in the active voice. Be prepared to explain all your answers.
1. The bed was gotten out of by me at 7:30.
2. 300 passengers were held hostage by the terrorists.
3. The stage was exited by me only after a long standing ovation.
4. The lights in the living room were left on last night.
5. The house was broken into.
6. I was raised in New Jersey.
7. The radio program was listened to by me.
8. The landscaping was installed by the homeowner.
9. Professor Spence was given bad directions.
10. The computer was manufactured in Taiwan.
miércoles, 31 de marzo de 2010
Unit 13: The World is Made of Music.
Make your contributions in the blog about your musical preferences.
What is your favourite style?
What do you know about music?
How many singers or bands do you know?
What is your favourite singer or band?
How many styles of music do you know? What is your favourite style?
martes, 30 de marzo de 2010
Unit 13: The World is Made of Music.
Objectives of the unit:
Conceptual:
Using the Passive Voice correctly,
knowing famous singers from different places,
Learning specific vocabulary related with music,
Writing about the process of your favourite singer/band.
Procedural:
Being able to use internet in an appropriate way to look for the top-ten singers in your country,
Being able to create a diagram and explain it to your classmates.
Attitudinal:
Maintaining a correct attitude with your classmates,
Respect different points of views,
Good attitude towards the language.
Conceptual:
Using the Passive Voice correctly,
knowing famous singers from different places,
Learning specific vocabulary related with music,
Writing about the process of your favourite singer/band.
Procedural:
Being able to use internet in an appropriate way to look for the top-ten singers in your country,
Being able to create a diagram and explain it to your classmates.
Attitudinal:
Maintaining a correct attitude with your classmates,
Respect different points of views,
Good attitude towards the language.
viernes, 26 de marzo de 2010
UNIT 12:HhEALTHY HABITS. Create a chart with your food habits
Take a look to the picture example and compare with your own table. Modify your timetable to make it more healthy.
miércoles, 24 de marzo de 2010
UNIT 12: Modal Verbs
HAVE TO / DON'T HAVE TO
We use have to + verb to talk about an impersonal obligation. > I have to go now.
We use don’t have to + verb to talk about something that is not necessary. > You don’t have to come.
MUST / MUSTN'T
We use must to express a personal obligation. > She is really nice, you must meet her.
We use mustn’t to express prohibition. >You must keep it a secret. You mustn’t tell anyone.
SHOULD / SHOULDN'T
We use should or shouldn’t to give advices, or to ask for advices
CAN / CAN'T
We use can/can’t to express ability and possibility in the present.
COULD /COULDN'T
We use could/couldn’t to express ability and possibility in the past.
We use have to + verb to talk about an impersonal obligation. > I have to go now.
We use don’t have to + verb to talk about something that is not necessary. > You don’t have to come.
MUST / MUSTN'T
We use must to express a personal obligation. > She is really nice, you must meet her.
We use mustn’t to express prohibition. >You must keep it a secret. You mustn’t tell anyone.
SHOULD / SHOULDN'T
We use should or shouldn’t to give advices, or to ask for advices
CAN / CAN'T
We use can/can’t to express ability and possibility in the present.
COULD /COULDN'T
We use could/couldn’t to express ability and possibility in the past.
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