WRITING: THE TIME CAPSULE

Tenéis que realizar una composición (Writing). Se trata de una cápsula del tiempo, donde enviaremos una carta a la gente del año 2049, guardaremos todas las cartas en una caja y  en el año 2049 los niños/as de sexto  abrirán dicha cápsula y comprobarán los cambios.  

Nos basaremos  en este guión. (min. 150 words).

WRITING: THE TIME CAPSULE

Dear people of 2049...

(NAME): My name is…

Right now…

(AGE): I am______years old.

(TALK ABOUT YOUR FAMILY)

[FAVOURITES(my favourite(s)….is/are….)]: food, film, song, singer or musical group/band, sport, car,games, TV show, subject in school, teacher, your best friend.

IN MY FREE TIME I LIKE TO….

WHAT WOULD YOU LIKE TO WORK  WHEN YOU GROW UP?  When I grow up I would you like to work….

I WOULD LIKE TO LEARN MORE ABOUT...

HISTORICAL FACTS/NEW TECHNOLOGIES: This year...

In the future…. 

I will be______years old.

I will study…

My first job will be…

I will live…(place)

I will have… (future family, pets, house, materials…)

TIME CAPSULE

FECHA DE ENTREGA: 17 DE MAYO  EN DOCUMENTO WORD o ESCRITO A MANO.
correo electrónico: giveme5teacher@gmail.com

WRITING. UNIT 4.(28th February)

-I like …. (film, play, book).

-The book/ play / film is ….by…(author, writer, director) who is a famous…../ is one of the most famous….(nationality+ author).

-It’s a ______(type of book: fantasy, real, comedy, scary, mystery, adventure…) story about…..(Write a brief plot)

-The story is ….(exciting, boring, interesting, easy, great, difficult…) and the characters are….( interesting, boring,…). Describe the characters…

-(if the book has the film, what do you think  that is better, the book or the film, and why?)

-Do you recommend it?...I recommend it if you like ….(type)stories.
it's an easy reading. 
I don't recommend because it was boring.
it was a good/funny/fantastic/exciting/interesting/difficult...film/book/play. It was bad/boring/ sad/ long/terrible.
I liked the ...story/ script/ music/ special effects/ costumes/ pictures/ characters.

(cover or photo or picture about your favourite book) 


VOCABULARY:

Types of films:

Based on a true story

WESTERN:  a film about America in the 19th century, often with cowboys and indians

WAR FILM

ACTION FILM

HORROR FILM

A CARTOON FILM

A LOVE STORY/ A ROMANTIC FILM

SCIENCE FICTION FILM: about the future

COMEDY: a funny film that makes you laugh
THRILLER:an exciting story often about a crime

-----------------------------
CAST: the total number of actors an actresses
BOOK: to reserve tickets
AUDIENCE: people watch the play or musical
SCRIPT: Guión
SEAT: asiento
PLOT: story(argumento)
STAGE: escenario
SHOW:espectáculo
FUNNY JOKES:chistes graciosos
EXCITING STORIES: historias emocionantes
GO ON THE STAGE: become an actor
THE BIG SCREEN: the cinema
SPECIAL EFFECTS: powerful visual effects and often created using technology
SUBTITLES:subtítulos
DUBBED: actors speaking in your own language
TO BE SET: take place
STARS: actors and actresses
SCENES: escenas
CHAPTERS (BOOK): capítulos

READ AND LISTEN THE STORY. CB PAGE 32

CLICK HERE

VOCABULARY UNIT 1. AT THE CLUB

Copy on your notebook:

Feed the animals	Alimentar a los animales	Play computer games	Jugar a juegos de ordenador
Do crafts	Hacer manualidades	Do homeworks	Hacer deberes
Make a snack	Hacer la merienda	Read a magazine	Leer una revista
Watch a DVD	Ver un DVD	Go online	Navegar en internet
Practise sport	practicar deporte	Text (my) friend	Enviar un mensaje a mi amigo
Have a drink	Tomar una bebida	Send an email	Enviar un email
Use the dictionary	Utilizar el diccionario

ENGLISH COVER

COVER

DRAWING

REAL NAME		NICKNAME
BIRTHDAY		AGE
COUNTRY		SISTERS/BROTHERS
FAVOURITE DRINK		HAIR
EYES		FAVOURITE COLOUR
FAVOURITE SINGER		FAVOURITE NUMBER
FAVOURITE FOOD		FAVOURITE SPORT

En la primera hoja, harás la portada: en la parte de arriba un dibujo con el nombre de la asignatura  y debajo completas la tabla.

ENGLISH TEST. UNIT 1

YOU HAVE TO STUDY: 

COUNTRIES AND NATIONALITIES

VOCABULARY UNIT 0 and 1: (book)

CAN/ CAN'T FOR PERMISSION: classroom rules

PRESENT SIMPLE AND CONTINUOUS:

-----> PRESENT SIMPLE AND CONTINUOUS 1

---------> PRESENT SIMPLE AND CONTINUOUS 2

POSSESSIVE PRONOUNS, POSSESSIVE ADJECTIVES ;

------> PRONOUNS

Monday, 9th October 2017

Classify: mammals, birds, fish, amphibians and reptiles

1.They are viviparous_________________________________

2. They are oviparous__________________________________

3. They breathe through lungs ____________________________

4.They breathe through skin________________________________

5. They have hair or fur____________________________________

6. They breathe through by gills _____________________________

7. They have scales ______________________________________

8. They have feathers___________________________________

9. They have bare skin _______________________________

GUIDE. ANIMAL KINGDOM PROJECT

GUIÓN PARA REALIZAR EL TRABAJO SOBRE UN ANIMAL

Evaluación inicial:
test-sobre-animales-vertebrados-e-invertebrados


Búsqueda de información:
libros de texto, libros de la biblioteca del colegio, páginas de internet. A medida que vayamos viendo en clase las categorías de animales, vosotros buscareis información sobre un animal de cada categoría para después trabajar en parejas, creando un documento único en el que se recogerá todas las fichas sobre animales de los dos miembros del equipo. Se pondrán de acuerdo para seleccionar los animales sobre los que se quiere investigar en cada categoría.
Hay 5 categorías de vertebrados y 6 de invertebrados , cada grupo deberá elaborar un total de 11 fichas.  Tendrá los siguientes apartados que cada uno lo tendrá en su pendrive.
CADA APARTADO DEBE LLEVAR FOTOS RELATIVAS A LO QUE SE ESTÁ EXPONIENDO

Name/ Nombre del animal elegido
Vertebrate/Invertebrate Vertebrado/ invertebrado:
Group/ Grupo al que pertenece	mammal, fish, mollusc...
Physical appearance/ Elementos distintivos de su cuerpo:  (skin, body: limbs, tail, fin, wings, claws,feathers, scales, bare skin, fur,,...) (descripción general: size, colour, cold-blooded, warm-blooded)
How their bodies function/ Funciones vitales: hablar del funcionamiento de todas o alguna de ellas
Nutrición- Nutrition- Breathing (Tipo de alimentación, come a diario o cada varios días Carnivore, herbivore, omnivore. Respiratory system (by gills or lungs or bare skin)	Relación- Interaction ( cómo cazan o se defienden en grupos, en solitario,... años que pueden vivir, sus principales enemigos... Lugar, desplazamiento…/ Habitat, movement (Habitat: desert, rainforest(jungle), forest,savannah, Arctic, Antarctic, ocean. It can.../it can't ....)		Reproducción Reproduction (sexual or asexual, Viviparous, oviparous gestación y parto, crías su cuidado y alimentación
Curiosidades/ Interesting facts

links

http://kids.nationalgeographic.com/animals/
http://www.ducksters.com/animals.php
http://www.sciencekids.co.nz/animals.html
http://www.sheppardsoftware.com/content/animals/kidscorner/kidscorner3.htm
http://easyscienceforkids.com/animals/
http://www.bbc.co.uk/nature/animals/
animal classification
https://www.youtube.com/watch?v=mk1KZ3SRxOE
http://www.sheppardsoftware.com/preschool/animals.htm
http://jabernethy.com/portfolio/Reptiles.htm
http://jabernethy.com/portfolio/Fish.htm
http://jabernethy.com/portfolio/Birds.htm
http://jabernethy.com/portfolio/Mammals.htm
http://jabernethy.com/portfolio/Amphibian.htm

INVERTEBRATES

Other classes of animals:

Cannibal

A cannibal is an animal that feeds on others of its own species. This is not an animal unnatural characteristics: around 140 different species show cannibalistic tendencies under various conditions. Cannibalism is most common among lower vertebrates and invertebrates often due to a predatory animal mistaking one of its own kind for prey. But it also occurs among birds and mammals, especially when food is scarce.

In sexual cannibalism as recorded for example for the female red-back spider, black widow spider, praying mantis, and scorpion the female eats the male after mating (though the frequency of this is often overstated). The more common form of cannibalism is size structured cannibalism, in which large individuals consume smaller ones. Such size structured cannibalism has commonly been observed in the wild for a variety of taxa, including octopus, bats, toads, fish, monitor lizards, red-backed salamanders and several stream salamanders, crocodiles, spiders, crustaceans, birds (crows, barred owls), mammals, and a vast number of insects, such as dragonflies, diving beetles, back swimmers, water striders, flour beetles, caddisflies and many more.

Detritivores

Detritivores (also known as saprophages, detrivores or detritus feeders) are organisms that recycle detritus (decomposing organic material), returning it into the food chain. Earthworms are a well-known example of detritus feeders, eating rotting plant leaves and other debris. Groups of detritivorous animals include: millipedes, woodlice, dung beetles, dung flies and burying beetles.

Scavengers

The word scavenger, in zoology, refers to animals that consume already dead organic life-forms. Scavengers are useful to the ecosystem by feeding on and therefore breaking down dead animal and plant remains. The remains that are left behind by the scavengers are then used even further by decomposers. Well known scavengers include vultures, burying beetles, blowflies, and raccoons. Many large carnivores that hunt regularly--such as hyenas and lions--will scavenge if given the chance

CONTROL: NATURAL SCIENCE/CIENCIAS NATURALES

FRIDAY, 6TH OCTOBER 2017,  at 9.30
NATURAL SCIENCE CONTROL ABOUT: THE CELLS (DEFINITION AND PARTS),DIFFERENCES BETWEEN ANIMAL CELLS AND PLANT CELLS,  LEVELS OF ORGANIZATION, FUNCTIONS OF LIVING THINGS AND CHARACTERISTICS OF FIVE KINGDOMS.

1.

DRAW THE ANIMAL AND PLANT CELL.WED 20th SEPT.

CELL:  membrane, nucleus, cytoplasm

ANIMAL CELL 

PLANT CELL

CONTROL DE CIENCIAS NATURALES/ NATURAL SCIENCE TEST

MONDAY, 20th FEBRUARY 2017: 

TEST UNIT 4. HEALTH

Enlaces:

>>>Health (I)

>>>Health (II)

>>>Habits. Mind Map

>>>Illnesses
>>>Digestive System