2012

Jornada del idioma. 14.12.12

Festival Normal 1, 15-12-2012.

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PROYECTO DE ARTICULACIÓN CON PRIMARIA

THANK YOU MS. VICINI!!!!!!!!!!!!!

PROYECTO DE ARTICULACIÓN CON NIVEL PRESCOLAR

Snow White and the Seven Dwarfs (1937) Disney movie based on the fairy tale with the same name by the Brothers Grimm. It is the first full-length cel-animated feature in motion picture history, the first animated feature film produced in America, the first produced in full color, the first to be produced by Walt Disney, and the first to be considered a Walt Disney Animated Classic. THANK YOU MS ROBIN DACOSTA

María Victoria Fuentes´presentation

CLE EXAMS 2012 RESULTS

El departamento de Inglés tiene el agrado de comunicar los excelentes resultados que han obtenido nuestros alumnos en los exámenes de Certificación de Lengua Extranjera organizados por la Dirección Operativa de Lenguas Extranjeras del Ministerio de Educación de C.A.B.A.

  El CIC (Ciclo de Idiomas Corto) con 8 inscriptos tuvo un 75% de alumnos presentes de los cuales aprobaron el 83,33% (el único desaprobado fue en este nivel).

El CIL (Ciclo de Idiomas Largo) con 8 inscriptos tuvo un 37.5% de alumnos presentes con un 100% de aprobados.

El CIE (Ciclo de Idiomas Extendido) con 18 inscriptos tuvo un 55.56% de alumnos presentes, siendo aprobados el 100% de los mismos.

El CIA (Ciclo de Idiomas Avanzado) con 5 inscriptos tuvo el 80% presente y el 100% de aprobados.

Apellido	Nombre	CLE	Resultado
Agostini Dohmen	Janice	Ing CLE CIC	EXCELENTE
Cattolica	Luciana Elisa	Ing CLE CIC	AUSENTE
Lema	Melina	Ing CLE CIC	MUY BUENO
Luna	Sofía del Rosario	Ing CLE CIC	EXCELENTE
Perfetti Fafian	Camila	Ing CLE CIC	NO ALCANZÓ
Tapia Maidana	Verónica Beatriz	Ing CLE CIC	BUENO
Zárate	Katherine Silvina	Ing CLE CIC	AUSENTE
Zollhofer	Nadia Tamara	Ing CLE CIC	EXCELENTE

Apellido	Nombre	CLE	Resultado
Agostinucci	Victoria	Ing CLE CIL	AUSENTE
Biasotti	Franco Agustín	Ing CLE CIL	AUSENTE
Castro	Alexandra Vanesa	Ing CLE CIL	AUSENTE
Middonno Mudarra	Leila Agustina	Ing CLE CIL	MUY BUENO
Negrete Durand	Gaby Alejandra	Ing CLE CIL	AUSENTE
Quispe Benito	Cintia	Ing CLE CIL	BUENO
Scapuzzi	Carolina	Ing CLE CIL	AUSENTE
Stang	Micaela Aixa	Ing CLE CIL	EXCELENTE

Apellido	Nombre	CLE	Resultado
Bark	Jessica Beatriz	Ing CLE CIE	EXCELENTE
Bruketa	Nadine	Ing CLE CIE	AUSENTE
Cañete Ponce	Carolina Gabriela	Ing CLE CIE	AUSENTE
Casahuaman Luján	Romina Victoria	Ing CLE CIE	MUY BUENO
Cornejo Pincen	Luz	Ing CLE CIE	MUY BUENO
Fabbini Villa	Florencia Liliana	Ing CLE CIE	MUY BUENO
Fanton	Natalia Belén	Ing CLE CIE	AUSENTE
Ferrari	Gastón Ezequiel	Ing CLE CIE	EXCELENTE
Fuente	María Victoria	Ing CLE CIE	BUENO
Gareca	Karen Noemi	Ing CLE CIE	AUSENTE
Gil Tacona	Alexandra Silvia	Ing CLE CIE	AUSENTE
Huaccha Flores	Stephany Alexandra	Ing CLE CIE	BUENO
López	Rocío Mailén	Ing CLE CIE	AUSENTE
Luna	María Victoria	Ing CLE CIE	MUY BUENO
Paez	Naiara	Ing CLE CIE	AUSENTE
Quintar	Leandro Martín	Ing CLE CIE	MUY BUENO
Spina	Cristopher Nahuel	Ing CLE CIE	MUY BUENO
Urman	Natasha	Ing CLE CIE	AUSENTE

	Apellido	Nombre	CLE	Resultado
Bártoli Díaz		Enzo Mateo	Ing CLE CIA	AUSENTE
Lin		Josué	Ing CLE CIA	MUY BUENO
Masarich		Agustina Giuliana	Ing CLE CIA	MUY BUENO
Vast		Gustavo David	Ing CLE CIA	MUY BUENO
Xie		Sofía	Ing CLE CIA	BUENO

CONGRATULATIONS TO OUR GIRLS AND BOYS AND OF COURSE TO THE TEACHERS IN CHARGE: MRS ELISA VICINI AND MRS PATRICIA DRESCHER!!!

Maya, Gaby & Mica's critical examination

The Boy in the Striped Pajamas

By John Boyne

The boy in the striped pajamas is a book that goes through the things that happened in the German nationalsocialism in the World War II and the massive murders in the gas cameras of jews, all from the point of view of a 9 years old boy, son of an important nazi general in Auschwitz. (It's written like a fable)

From our point of view the book is perhaps, too ingenuous because it’s hard to believe that a boy of that age (whatever the time he lived) didn’t notice anything of what was happening around him. Is rare too that an educated boy under the German nazism hadn’t ever heard about jewish or anything about them...

 The novel doesn’t obey very much to true historic facts; there weren’t any children in the concentration camps, they were gassed on arrival. The fences were usually electrified. 

We found interesting the fact of how the book is written in the inocent voice of our protagonist Bruno, and the things that the author could obtain with this way of writing. The most shocking things are the horrible things that happen around Bruno that he doesn’t even realize about, but we understand really well. This resource is good too because it doesn’t get into the morbidity of the explicit things, but it gives it to understanding, and as our today society understands it, it keeps still being terrible.

It is interesting too how Boyne hits a few powerful notes, like Bruno’s father when he tells his son that the people inside the fence “aren’t people at all”, and his mother saying that “we don’t have the luxury of thinking”.

It’s great the dark ironic voice that takes the narrator in the last line: “[of] course all this happened a long time ago and nothing like that could ever happen again”

It’s a good book to young readers too, because they can understand it easily and it could introduce them in this horrible part of our recent history of war in a kind of softer way than others book about the same topic.

Anyway we found that the book uses the ‘easy emotions’ in a short novel without any real literature contents, something that can be interpreted in an easy way of selling, by using the holocaust.

The most poetic and artistic scene (for us) is the one where Bruno and Shmuel (the jewish Bruno’s friend from inside the fences) die together, asphyxiated,  inside the concentration camp, holding their hands in a true friendship, with the beauty and pure inocence over any stupid races ideology. Where two young children could understand better than all genocides, how the only thing that matters isn’t in the skin colour or nationality, but much deeper.

            _.Micaela Stang, Gaby Negrete, Maya Szir.

                                                                      3°1° 

Jessy, Wendy & Vicky II's presentation

Jessy, Wendy & Vicky II's ilustration

Juan and Brian's presentation

The boy in the striped pajamas project at 3rd 1st

* 2 wonderful scenes roleplayed by Nacho, Juan Manuel & Lionel * Interview from the "Maximun News" to Bruno's mother by Karen * Essay: 4 different angles of the story by Kathy * Critical examination by Gaby, Maya & Mica * Powerpoint presentation about the story and the film by Vicky I * Powerpoint presentation about 25 differencies between the book and the film by Brian and Juan * Powerpoint presentation about the historical context and video by Jessy, Wendy & Vicky II

HAPPY HALLOWEEN!!!!!!!!!!!!!!!!!!!!!!!!!!

1st course 1st division has celebrated Halloween with: - A Jack O'lantern prepared by Camila Adamo - Scary stories told by Anahí and Laura - Zombies acted by Mili, Laura and Anahí - Bob for apples by Juan Martín, Franco, Emanuel and Agus - Halloween decoration by Candela, Celeste, Kevin WONDERFUL PERFORMANCE!!!!!!

"The Titanic - 100th Anniversary" with 5° 1° 2nd language

Mrs Carina Luc

"Endangered tourist sites: raising awareness" with 3º 2ª.

Mrs Carina Luc

TALLER 3: “EFFECTIVE USE OF VIDEO IN THE ENGLISH LANGUAGE CLASSROOM”

El Departamento de Inglés de la Escuela Superior en Lenguas Vivas "Pte R. Saenz Peña" agradece a Políticas Linguísticas la posibilidad de llevar a cabo este ciclo de capacitación que culmina hoy con la participación de los docentes de la casa y de muchos otros establecimientos. Apreciamos y disfrutamos del profesionalismo y calidez de la Profesora Dayna House. Asimismo agradecemos a nuestras autoridades: Lic. Marcela Pelanda, Lic. Beatriz Orovits, Lic. Diego Gonzalez Tizón y la colaboración especial en la organización de la Prof. Laura Gallina Buentes.

MRS VICINI'S ASSIGNMENTS

ACTIVIDADES ASIGNADAS POR CURSO PARA INGLES - PROF. ELISA VICINI

 2º 1ra (1ra lengua extranjera)

-Traer completo el trabajo del libro de texto de las páginas 154 y 155 (Who’s who in the family?)

-Resolver las actividades del Workbook (libro de ejercicios) correspondientes a la Unidad 9 páginas 56 y 57.

5º 1ra (1ra lengua extranjera)

-Empezar a leer 1984 de George Orwell (Introducción  +  partes 1 y 2) para luego poder relatar y debatir lo leído en clase.

-Hacer la ejercitación del sitio web  www.oup.com/elt/headway upper-intermediate correspondiente a las unidades 8 y 9 (Grammar & Vocabulary) a modo de repaso para la integradora.

-Traer propuestas concretas para armar el proyecto áulico de clase de lectura frente al Primario en base al cuento elegido.

Nota: La evaluación integradora se tomará el 9 de noviembre conjuntamente con Francés y los contenidos serán los de las unidades 8, 9 y 10 del libro de estudiante. El examen girará en torno a un texto y se pondrá el énfasis en la comprensión y la redacción, así como en la gramática y el vocabulario estudiado este año en particular.

4º 2da / 4º 4ta (2da lengua extranjera)

-Completar las actividades del Workbook (libro de ejercicios) correspondientes a la Unidad 4 hasta el ejercicio 5 (páginas 19 y 20).

-Estudiar el vocabulario nuevo de la unidad 4: los meses-los días de la semana-las estaciones-los verbos incorporados hasta el momento.

5º 2da (2da lengua extranjera)

-Terminar con todas las actividades del Workbook (libro de ejercicios) correspondientes a la unidad 7 (páginas 32 a 36).

-Hacer la ejercitación del sitio web www.oup.com/elt/headway elementary correspondiente a la unidad 7 a modo de repaso para el próximo examen.

5º 5ta (2da lengua extranjera)

-Leer la versión adaptada de Oliver Twist de Charles Dickens hasta la página 25 para poder relatar lo leído y contestar preguntas por escrito.

-Hacer la ejercitación del sitio web www.oup.com/elt/headway elementary correspondiente a las unidades 7 y 8 para reforzar lo aprendido.

IMPORTANTE: LOS WORKBOOKS Y LIBROS DE LECTURA ESTÁN DISPONIBLES EN LA FOTOCOPIADORA DE LA ESCUELA.

.

1º 3º, 1º4º y 3º5º assignments

* Dejé tareas en fotocopiadora para que busquen los chicos de 3ro 5a.

* Para los 1eros,que entren en www.oup.com/elt/headway e ir a Headway Intermediate Unit three. Ejercicios gramaticales y de vocabulary.
 Best regards, Mrs Patricia Drescher

1º 2º assignments

WILL  /  WON'T

PREDICTIONS

A) What questions would you ask a fortune-teller? Use will e.g.

·          Will I get married?

·         What will my husband / wife be like?

·         Where will I live?

·         Will I be rich?

PROMISES

B) Rewrite the following sentences using will or won't:

1.       I promise not to be late again.

2.       I promise not to tell anyone your secret.

3.       I promise to lend you the money.

4.       I promise to be here at 6 a.m. tomorrow.

5.       I promise not to let you down.

OFFERS- DECISIONS

C) Make a comment after these sentences:

1.       There's no coffee left.

2.       There are no buses at this time of night.

3.       I'm thirsty.

4.       I don't understand this Math exercise.

5.       There are no rooms at the Hilton hotel.

6.       Are you ready to order, Sir / Madam?

7.       The line is busy.

8.       We don't accept cheques.

9.       The tickets for X movie are sold out.

D) Complete with: will or won't

1.       Can you wait for me? I _________ be very long.

2.       There's no need to take an umbrella. It ________ rain.

3.       If you don't eat anything now, you ___________ be hungry later.

4.       I'm sorry about this. It ____________ happen again.

5.       Ask Susan. She ___________ give you the answer.

6.       I think I _________ spend my holidays in Italy this year. I've never been there.

7.       I __________ never leave you.

HALLOWEEN

Halloween	Noche de Brujas
bat	murciélago
black cat	gato negro
candy	caramelos
cobweb	telaraña
costume	disfraz
devil	diablo
ghost	fantasma
haunted house	casa embrujada
magic	magia
monster	monstruo
mummy	momia
pumpkin	calabaza
skeleton	esqueleto
spell	hechizo
spider	araña
vampire	vampiro
witch	bruja
wizard	brujo, mago

Halloween traditions

It's celebrated on October 31st. When the Celts lived in Ireland, Britain and France over 2,000 years ago, they had a pagan agricultural festival on this day. They believed that the dead came back, so they used to light large bonfires to ward off evil spirits. Irish, Scots and other immigrants brought this tradition to North America in the 19th century.

The word "Halloween" is a shortened form of "All Hallows' Eve", meaning the evening before "All Hallows' Day" or "All Saints' Day", which is November 1st.

In the past, poor people went around asking for food in exchange of a prayer for the dead. Nowadays, this tradition was changed. In Ireland and the United States, children dress up and go door-to-door collecting candy. This is called "trick or treat", meaning that if they don't receive candy they will make a trick or a spell.

The carved pumpkin has become the symbol of Halloween. It's called "Jack-o-lantern", from an Irish legend about a man called Jack. He was a lazy farmer, who tricked the devil and refused to free him unless he agreed to never let Jack go into hell. So, Jack started to wander the Earth looking for a resting place, carrying a carved turnip with a candle inside.

Answer these questions:

·         When is Halloween celebrated? What does the word mean?

·         Who does the celebration come from? Was it a Christian celebration?

·         Who brought it to America and when?

·         How was it traditionally celebrated by poor people in the past?

·         How is it celebrated today?

·         Why is the pumpkin called "Jack-o-lantern"?

·         Do we celebrate it in Argentina?

·         Would you like to celebrate it here? Why / why not?

·         How would you like to dress in a Halloween costume party?