jueves, 23 de abril de 2015

ANNUAL ESSAY COMPETITION 2015

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We wish to advise that this year’s St. Andrew’s Society of the River Plate’s traditional Annual Essay Competition will be held on Wednesday 10th  June, and we would again be very pleased to have your students participating in this event, the object of which is to encourage the learning of English and to support the important role played by bilingual school in this field. 
Our Society, founded in 1888, is a non-profit organization. In fostering Scottish traditions, we raise funds which are donated to various charities, so that by participating in this and other events we organize, you are helping the Society to help those in need. 
With a view to defraying costs a charge of $50.- (fifty pesos) per student is requested. 
The competition is to be held on Wednesday 10th June, each school being free to choose the time most convenient for them. The results, together with any prizes awarded to your student/s will be mailed to your school. 
Attached you will find a copy of the General Rules, a School Entry Form, and a Participants’  Entry Form. The Entry Form and the Participants’ Entry Form together with the entry fees, should reach us before the closing date. The Participants’ Entry Form will be returned with the corresponding code for each student ,together with the Essay Subjects. Any additional information may be obtained by phone (011-4243-2077, 011-4659-7566), or email at the following addresses. 
     St Andrew’s Society of the River Plate Committee: 
     Susan Dalton: susantdalton@hotmail.com 
     Pamela Dickinthelmapam@infovia.com.ar 
     Mercedes Nobre Leite: standrews_societyrp@yahoo.com 
We hope to count on your support and cooperation to make this event a success 
Looking forward to hearing from you, 
Yours sincerely, 
Essay Competition Committee 
NOTE: Payment may be made to Mr. R. Gibson’s address in cash( Pelliza 889, CP: 1636- OlivosPcia de Buenos Aires)or cheque order Asociación San Andrés del Río de la Plata. By deposit in Cta. Cte. 0331-5927 at Banco Patagonia. (If through another Bank use CBU: 03400110400003315927008). Please do not forget to send a scanned copy of the deposit note to sasrp.argentina@gmail.com.  



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Essay Competition 

Qualification of Entrants: 

Open to all Students of the English language between the ages of 10 and 17 years, both inclusive, and in accordance with the rules and regulations published herewith. 

The grades are as follows: 

  1. Elementary : For boys and girls of 10,11, and 12 years of age, on the day of the Competition. 
  1. Junior: For boys and girls of 13 and 14 years of age, on the day of the Competition. 
  1. Senior For boys and girls of 15, 16 and 17 years of age, on the day of the Competition. 

Subjects for the Essay: 

When the candidates have assembled, they will be asked to write an essay from a choice of subjects, for each grade. The subjects will be appropriate for each group, and none of them will be too “literary” or specifically Scottish for the average competitor. 
Competitors in all grades will write the essay on the date fixed by the Convener, and will be allowed two hours for this purpose. 

Entry Forms: 

Teachers, Parents and Competitors are requested to see that all particulars asked for on the Entry Form and the Participants’ Entry Form are correctly given and that the forms are returned to the Convener as soon as possible, and no later than the closing date. It is imperative that all competitors, before sending in the forms, should carefully read the general regulations. 

Awards and Certificates: 

Each Competitor, whose work attains a sufficiently high standard commensurate with the grade, will be the recipient, either of a prize, Certificate of Merit or Honourable Mention. 
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ImagenGeneral regulations 

  1. Entries must reach the Convener by closing date, after which no entry will be accepted. 
  1. To enable competitors to fix their correct grade for entry, the date at which the age is to be taken is the date of the Competition. 
  1. The Committee may refuse any entry, or reject any essay, without assigning a reason therefore. 
  1. A code number will be given to each competitor as soon as the list of entries has been closed. 
  1. Competitors in all grades should assemble in their own school, on the day of the competition for the purpose of writing their essay , each school being free to choose the time most convenient to them. TWO HOURS will be allowed for this purpose. Principals of Schools must provide the necessary invigilation and ensure that the general conditions of the competition laid down are strictly observed. The use of dictionaries is permitted. 
  1. All competitors must, on completion of the time limit fixed for the writing of the essay, hand the essay to the teacher or person in charge, who will certify that the competitors have duly carried out the regulations governing the competition, and that during the period of writing the essay, and after the close of such period no assistance whatsoever has been given to  the competitors, or the essay in any way corrected or altered by anyone or by the competitors at the instigation of any person prior to them being dispatched to the Convener. The essays, together with the Participants’ Entry Form must be dispatched immediately, as undue delay may result in disqualification through non- compliance with regulations. 
  1. Essays must be written on sheets of lined paper using one side only, leaving a margin of an  inch on the left hand side of the paper, numbering each page consecutively and ensuring the code is written on EACH page.   UNDER NO CIRCUMSTANCES MUST THE NAME OF THE COMPETITOR, OR THE NAME OF THE SCHOOL, APPEAR ON THE ESSAY SHEETS. 
  1. Awards and certificates may be withheld or a lower class of award substituted in any grade where, in the opinion of the adjudicators, or the Committee, the essays are not up to standard. 
  1. The Committee may alter, modify or cancel any of the arrangements detailed in the syllabus as they deem necessary. 
  1. Any inquiries or complaints must be made in writing to the Convener. 


The Committee. 



Capacitación docente

"AFTER METHODS, WHAT THEN?"
"I begin with a critical look at the history of ‘methods’ to examine whether and, if so, why a 'post-method condition' has arisen. Concrete suggestions for moving ‘beyond’ methods have been rare, and so I explain and illustrate some possible approaches to the development of contextually appropriate methodology – via sharing of locally defined successes, via engagement in realistic teacher-research, and via collaboration within teacher networks and associations. Finally, I return to history and suggest that another way forward may lie, paradoxically, in rediscovering useful traditions." Dr Richard Smith

Dr Richard Smith (Associate Professor, University of Warwick, UK) coordinates the TELC network for teachers of English in large classes and other difficult circumstances. He also coordinates IATEFL’s Research SIG, placing a strong emphasis on teacher-research, and is co-convenor of the AILA Research Network on Learner Autonomy. He has published widely in the fields of learner and teacher autonomy, ‘appropriate methodology’ and history of language learning and teaching. For further information see: www.warwick.ac.uk/go/richardcsmith
Date April 15th, 2pm
Venue: Escuela Normal Superior N° 1 en Lenguas Vivas “Pte Roque Saenz Peña”, Av. Córdoba 1951, Auditorio Máxima Lupo, C.A.B.A.

THANK YOU DR SMITH!!!!!!!


jueves, 19 de febrero de 2015

WELCOME 2015!!!!

En qué países de América Latina hablan el mejor inglés como segundo idioma?

                                                                          11 febrero 2015

La correlación entre la competitividad de un país en la economía global y el nivel de inglés de sus ciudadanos está llamando cada vez más la atención de gobiernos en América Latina.
El tema ha cobrado creciente interés en los últimos meses entre las autoridades educativas y la prensa de la región, tras la reciente publicación del Índice de Aptitud en Inglés (EF EPI), un informe anual que recopila la empresa global de capacitación de idiomas Education First.
Por ejemplo, según EF EPI varios funcionarios públicos como algunos ministros de Educación y el consejero presidencial de otro país no especificado han respondido con "intriga" ante los resultados.
Aunque son los países desarrollados los que tienen una población con una excelente aptitud en inglés, en América Latina se ha elevado el nivel en los últimos años, aunque todavía queda mucho por hacer, dice Education First.
En el informe de EF EPI, publicado al término de 2014, Argentina fue el único país de la región que se colocó en la lista de países con "alta aptitud" y solo República Dominicana alcanzó la columna de "moderada aptitud".

¿Por qué inglés?

Mejorar el dominio del inglés dentro de la población en general es considero un asunto de vital interés económico.
En un mundo globalizado, para comerciar a través de las fronteras hay que depender de una efectiva comunicación. Para eso es necesaria una lengua franca que resulta ser el inglés.
Los mismos países ricos en petróleo ven ahora la necesitad crucial de diversificar sus economías y para eso deben negociar en inglés.
Fuera del mundo financiero, la mayoría de las publicaciones académicas y científicas se editan en inglés, que resulta ser también la lengua universal en internet.
"Si se quiere tener acceso a esa importante información, hay que tener buenas aptitudes en inglés", asegura Tran.
El dominio de ese idioma también está vinculado a Producto Interno Bruto (PIB) per cápita. En otras palabras, entre mejor sea el inglés de un país, más alto el promedio de ingresos por individuo.
No es un misterio, entonces, que varias naciones de Europa Occidental ocupen posiciones de muy alta y alta aptitud en inglés, según el informe EF EPI.

Educación pública

El único país en América Latina que logró colocarse en la categoría alta fue Argentina, en el puesto 15.
 "Argentina fue la sorpresa en la región y eso se debe a las mejoras en su sistema de educación", explica Minh Ngan Tran. "El gobierno ha invertido en la educación pública y en la capacitación de los maestros en inglés para asegurar un sólido nivel en el idioma".
Según el coautor y editor del informe EF EPI, el establecimiento de una educación pública universal es el primer y más importante paso que tomar.
Se trata de una educación pública de alta calidad, no solo para estudiantes en zonas urbanas sino para toda la población Minh Ngan Tran, coautor del informe EF EPI 2014
Acto seguido debe ser la capacitación del personal docente para enseñar bien la lengua.
"Se trata de una educación pública de alta calidad, no solo para estudiantes en zonas urbanas, sino para toda la población", resalta Tran.
"Nosotros vemos el inglés como una materia entre muchas otras en este sistema educativo y si el sistema no es eficaz y eficiente, tampoco lo va a ser el inglés. Hay una correlación entre los años que se invierten en la educación y el nivel de inglés que se logra".
Por eso, tal vez, los países que ocupan los primeros cinco puestos del índice; Dinamarca, Holanda, Suecia, Finlandia y Noruega (casi todos escandinavos), tienen un envidiable sistema de educación pública.

"La cercanía no es importante, de lo contrario en los estados fronterizos se hablaría mucho inglés, lo que no ocurre", dice Minh Ngan Tran. "En las zonas turísticas, donde hay más necesidad, el nivel de inglés es más alto, así que el vínculo con la economía es evidente".
A pesar de que América Latina está invadida por la televisión y otros medios estadounidenses, muchos de estos vienen doblados o traducidos al idioma local, de manera que el impacto es nulo en cuestión de aprender inglés.


sábado, 27 de diciembre de 2014

sábado, 29 de noviembre de 2014

1984 news program and interview





Thank you 5º3º guys
                                                                                                            Wonderful work!!!

lunes, 24 de noviembre de 2014

Primary school linkage project



Visit to 2nd form presenting the play Little Red Riding Hood with puppets handmade by 5th 5th students






                      THANK YOU MISS CALVANO!!!!!!!!!!!

viernes, 21 de noviembre de 2014

Primary School linkage project



Class organized by Miss Serrano's students at 4º1º visiting 2º C form
Activity: Revising ability actions
Material: Flashcards



Thank you all people involved in the project!!!!!!!!!!!

Celebrating 140!!!





                          HAPPY BIRTHDAY NORMAL 1!!!!!!!              

ESSAY COMPETITION


We are pleased to announce that Miss Sol de Alvear attending 4th course 3rd division  this year, has got the 2nd prize among 140 students.
The topic presented  was Shadows and Fog.
School authorities and the English Department staff  congratulate Sol and thank the students:
Angel Astudillo
Sol Perfetti 
Lucía Lapidus
Janice Agostini Dohmen
for having participated on the competition.
                                               
                                           
                                                      Thank you Miss Díaz!!!!!!

jueves, 6 de noviembre de 2014

HALLOWEEN`S CELEBRATION


1- Halloween history
2- Halloween food     
3- Jack O`lantern        
                      4- Character`s game                         
5- Thriller song            
6- Zombies videoclip  


Thank you 3º 1º!!!!!!!!!!!!

martes, 9 de septiembre de 2014

Primary school linkage project: 1st 1st and 7th A










ROMEO & JULIET

This Story is about two rich and important families, the Montagues and the Capulets, that were mortal enemies in the ancient Verona, Italy. Romeo, the only son of lord Montague, was accidentally invited to the lord Capulet`s party.
 Paris, a relative of the prince of Verona was also invited to the party he was going to ask Juliet, lord Capulet`s only daughter, to marry him.
When Romeo noticed Juliet he instantly fell in love. He asked her for a kiss and she accepted, after that first kiss she was also in love with him.
A couple of hours after leaving the party, Romeo came back to the Capulet`s House looking for Juliet. Juliet opened her bedroom`s window and declared her love to Romeo without knowing he was standing outside. Romeo also SAId that he was in love with her and both of them decided to get married.
Romeo ran to Friar Laurence`s house and asked him to marry them, he accepted this marriage FOR THE peace between the two families. Juliet arrived to the church and they got married.
Once the night was over Romeo escaped to Mantua, but Juliet´s father and mother told Juliet that her marriage to Paris would be in three days, and if she was not GOING to follow their rules, they rather prefer her dying in the streets than living in their house. Juliet ran to the church looking for advice from the Friar, who suggested her that in order to avoid her marriage, she could drink a medicine that would make her seam dead when actually she would not be. The Friar`s plan was to make Romeo come and wait at her tomb until she wOkE up. Juliet agreed and grabbed the bottle.
(The plan was working; at the beginning everybody thought Juliet was dead. Romeo´s servant, Balthasar, went to see him to let him know about Juliet death) Unfortunately, Romeo was contacted before the Friar could let him know about the plan. Romeo bought a bottle of poison and ran to Juliet´s grave. He managed to enter Juliet´s grave and kissed her for the last time and drunk the poison. Juliet woke up and saw her husband´s body lying dead so she took his knife and killed herself.
                                                                                           THE END
Activity: Find the words connected with the story.
M
O
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A
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U
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I
R
K
O
N
G
P
L
A
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A
E
E
P
D
Y
L
R
M
S
O
A
W
A
B
I
H
I
J
R
O
Z
E
N
S
R
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T
E
S
G
O
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A
Y
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1.  Romeo`s family.
2.  Both families were …………………………
3.  Prince of Verona`s name.
4.  Place were Romeo meet Juliet for the first time.
5.  What Romeo drank at the end.
6.  Romeo didn`t know about it.


                                                 By Ignacio Karvouniaris

viernes, 22 de agosto de 2014

Romeo and Juliet project

Damaris Cruz 1º 1ª
                                                                      Romeo & Juliet (song)
                                                                           OUR LOVE                   

In the moment that I saw you there
The sun turning off
The stars fell down, time stopped between
The two of us

The wind took all my love and with it
My happiness
My purpose in this world is over, oh

There I go, wait for me
Where our love stops being forbidden
Where we are infinite
Wait for me

Our names were our condemnation
I will never forget your voice
I will never let you go
I will always be by your side

Let me touch your cheeks
Slowly kiss your lips
I loved you, I love you and I´ll love you forever
I have been the cause of your death
Let me walk you to another world
And be happy



jueves, 14 de agosto de 2014

Romeo and Juliet Project






                                                                                by 1st year 1st division

lunes, 11 de agosto de 2014

Writing for talking project:Tap Dance

The title of my talk is Tap Dance!

   First of all , I want to talk about Tap classes because i love it!!!
   I’ve been always interested in dance. I’ve taken classes sice i was 7 years old.
 First, I took classes of classical dance, but it was so much boring and the teacher wasn’t very good. She used to be a very slowly person. So I decided to stop dancing.
One day, when I was 11 years old, I was walking on the street with my mom and I saw a poster that showed “TAP DANCE” with big letters. I got into the place for ask. I talked with one of the tap teacher’s and I got registered. Why not trying a new thing?
   Moving on, when I took the class...What do you think it happens? It was fantastic!!! I met a lot of new friends, so I was very happy. The teacher was excellent, very energetic and funny.
    All these years I’ve been learning new things. Sometimes the classes turned difficult but anyway after them you felt exhaustic, but at the same very energetic.
The most exciting thing in the year are the shows we make in December. We prepare them in three months. All the years the topic of the shows are different. Last year one of them was about Christmas!
      Finally, I’d like to say all the people must dance!!! Because it’s one of the most complete activity. You have to think, you feel healthy and athletic, you make friends and you feel happy. When you dance you forget all your problems!!!!!!
So...Why don’t you take a dance class?


María Victoria Fuente 5to 3era

  

miércoles, 16 de julio de 2014

Shakespeare and the neurosciences


                     Working with other subjects: a new holistic view of  Shakespeare's masterpiece.

jueves, 10 de julio de 2014

Writing for talking project; My life with Gymnastics



I started artistic gymnastics when I was two years and a half. I’ve loved this sport since I started doing it until now. Now, at this point in my life, I couldn’t live without this perfect, amazing and wonderful sport.
When I started, it was extremely fun. At that time competing was only for a new leopard and glitter and all you had to do was trying your best because everyone got a medal. The mistakes were little and could always be fixed later. And on Mondays mornings, my friends and I brought medals at school to show to the teacher. Also I used to see the “big girls” training and think “I want to be like them”
But then, things started to get hard, when you fell it hurt (and also now) and no matter how hard you tried, you just couldn’t get that one move or exercise. And the competitions became much more serious because only a few girls got medals, and for the requirements of the sport many of my friends disappeared and my team became smaller.
Now I have bad days and good days, it depends how I feel. In my bad days, I have mental blocks, I always wish the the conditioning hasn’t that bad, among other feelings that day. But in my good days I feel I’m ontop of the world.
For me, gymnastics is not just a sport, it’s my whole life, without it I just don’t know what my goal in life would be. When I’m at school, all I want is to be in the gym. When I’m home, I just wanna be there. “It’s like a drug, it’s killing your body, but you keep coming back for more because it’s so addicting” not literally. This sport attracts people that love to keep going and love to fight. Of course it’s hard, it’s supposed to be hard. If it were easy, everybody would do it. Hard is what makes it great.

In my list of priorities, gymnastics became first, school comes second, and sleeping isn’t even on the list. So many times I don’t get my homework done, but it’s because I do gymnastics on Mondays, Wednesdays, Fridays and Saturdays, 4 hours a day, apart from physical education on Tuesdays and Thursdays. In conclusion my week is exhausting, but I love it. No matter how much you want to quit, there’s always that part of you that wants to stay.

                                by  Natalia Pellecchia
                                                                            5°3°

Beatles Day


¡Hoy se celebra el ‘Beatles Day’!
El 10 de Julio de 1964 la banda volvía a Liverpool para presentar la película ‘A Hard Day’s Night’ después de su primer gira por Estados Unidos, una fecha clave en la historia de los Fab Four.
¡Contestá este quiz y enterate qué Beatle sos!