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Archivo por meses: junio 2015
Boy Questions
Our language teacher gave us questions to answer about Boy by Roald Dahl.
- What kind of school was it?
- What does he say about the location of the school? How does he describe it?
- How did he get to that school?
- Why does he give so much detail about his clothes?
- What does he say about his belongings?
- What were his feelings throughout the last hours with his mum?
- What habits did he get from school?
- How does he describe the Matron? What anecdote does he remember about the Matron and himself? Please draw her.
- Have you ever felt homesick? How did you react?
- How did he manage to make everyone believe him?
Answers:
- It was a boarding school.
- It was on England, it was as near to South Wales as possible, because they had a house there. It was at the seaside. The first floor was all classrooms and the second floor of dormitories. He says it look like a private lunatic asylum.
- By taxi and boat.
- Because it was brand new and was proud of it.
- He kept all of his “treasures” in a tuck-box. His clothes had his name.
- At first he was excited. But when she left he felt sad.
- He got the habit of writing to his mother a letter every week.
- She had light colored hair with a bosom. She was not more than 28. He remembers once he needed something urgently, so he didn’t knock on the door before coming in, when he came in, his Latin teacher and she suddenly moved apart. She said that she was taking something off the teacher’s eye.
- Yes, once I was on trip and my mother went to another city for work, I wanted to go home with her but I couldn’t, I had fever but my aunt was luckily there.
- As he wanted to go home he faked appendicitis. Everyone believed him as he knew what the symptoms were, as her sister had.
«The Prison» by Bernard Malamud
After reading the story we did an analysis.
The prison from Pato_Ch
The Paris Peace Conference
Our history teacher, Lenny, gave us an activity.
1) War guilt.Explain the arguments FOR and AGAINST this term.
2) Which term followed War Guilt? How much would it be today? What consequences/impact did it have on Germany?
3) Why were the victors planning to prevent a future war with Germany in the Treaty?
4) What territorial losses did Germany have to face? What happened to the German colonies? What did Wilson dislike about this?
5) Which new nations were created after WW1?
Answers:
1) Germany was responsable…
For war because: It didn’t take long for Germany to declare war on Russia and then on France. Then she invaded Belgium in just a matter of days.
Against because: There was the assassination of Franz Ferdinand. The terms that Austria-Hungary put on Serbia. The Russians decide to enter war, which gave Germany a pretext to enter war.
2) The term that followed war guilt was reperations. They had to pay 400 billion 2013 dollars. It humiliated Germany, future generations that had nothing to do with war, had to pay. But they ended up paying $60 billion 2013 dollars. It also aaffected it’s economy.
3) The allies didn’t want future war with Germany because if she had won her points for to declare war would be harder.
4) From Germany territory was taken, as from colonies to land in the proper country. Poland wss carved out of Germany and Alsace Lorraine was given back to France. As for the colonies, they were distribute between de European Empires. President Wilson didn’t like it because in his 14 points for peace, he said that there should be democracy in Europe and countries should have self determination.
5) The new nations were: Poland, Yugoslavia, Austria, Hungary, Czechoslovakia, Bosnia, Croatia and Slovenia.
Extension Work.
I did it with Lola and Margarita.
This was our procedure:
TheParisPeaceConference.MANWANIMULLERVARGENTO
I think the proyect was a better way to study the Conference because a had fun with my friends, so I learnt the topic easily and could understand it properly. I would like for the children of next year to read everything together and then get into groups and to be able to pick their groups.
Sintaxis y escritura
Hoy nuestra profesora de lengua, Carol, nos dejo una actividad.
1) Porque el señor Popolino dijo que la señora Coatrí espero 3 noches antes de matar a los gatos, el oficial dudaba porque la señora Coatrí tenía una obsesión con el 4, esto quiere decir que nos se le podía creer. Se necesitaban más pruebas.
«Heroes» by Kathleen Raine
Our literature teacher, Pato, gave us an assignment.
Propiedades de la potenciación
Hot day in Buenos Aires
In class our teacher Pato, gave us an assignement.
Fenicios, Hebreos, Asirios y Neobabilonicos
Esta presentación la hice Federika Marty.
¿Cómo hacer análisis sintáctico?
Hoy en la hora de lengua, nuestra profesora, Carol, nos pidió analizar sintacticamente unas oraciones. En las oraciones habían objetos directos y comenzamos a discutir.
En clase estuvimos analizando unas oraciones, hicimos un repaso general de qué significa y cómo se hace. Después la profesora nos pidió que hagamos un resumen de la clase.
El mejor alumno se sacó un tres.
1) Separar en constituyentes, para lo cual, realizamos la prueba de la movilidad.
2) Marcó el núcleo verbal.
3) Marcar el sujeto y predicado para verificar si es oración bimembre o uninembre.
4) Marcar el núcleo y a partir de eso identificar si el sujeto es expreso o compuesto, simple o compuesto.
5) Marcar los modificadores del sujeto.
6) Marcar los modificadores del predicado .
El objeto directo (O.D) se encuentra en el predicado. Para saber si esta bien marcado hay dos formas:
- Verificar si se puede reemplazar por LO/LOS/LA/LAS. Ejemplo: El mejor alumno se sacó un 3.
El mejor alumno se lo sacó.
2. Al pasar la oración a voz pasiva, el O.D sera el sujeto. Ejemplo: El mejor alumno se sacó un 3.
Un 3 fue sacado por el mejor alumno.
