1st Year

Last week we started to work on a new story: “Morning and Night”. We’ve been talking about those animals that live on the farm, at the zoo or in the forest, and we’ve also learned about their sleeping habits (diurnal or nocturnal sleepers). The teacher has encouraged us to listen to the story at home, understand it, repeat it (to practice phonetics) and try to read it as soon as we have the booklet ready. We should bear in mind that the more we work at home, the more we’ll improve our performance in English. Cheer up!

La setmana passada, vam començar a treballar en una nova historieta: “Morning and Night”. Hem estat parlant d’aquells animals que viuen en una granja, al zoo o al bosc, i també hem après quins són els seus hàbits de son (si dormen de dia o de nit). La mestra ens ha animat a escoltar la història a casa, entendre-la, repetir-la (per practicar la fonètica) i intentar llegir-la tan aviat com tinguem el llibret a punt. Hauríem de tenir present que com més treballem a casa, més millorarem el nostre rendiment en anglès. Ànims!

4th Year

Hello again!

We’ve thought that , instead of learning the Simple Present Tense through the topic of cultural events and venues (as proposed in our English books), we could be introduced to this new grammatical tense through daily routines. That’ll be both much more enriching and funny for us.

The first step will be to watch this video (http://www.youtube.com/watch?v=yWccPqg1DbI) and write the sentences shown on it in our notebooks. This work should be done for the next English class (March, 23) so as to start working on these sentences without delay.

Hola de nou!

Hem pensat que, en comptes d’aprendre el “Simple Present Tense” mitjançant el tema dels esdeveniments i llocs culturals (tal i com proposen els nostres llibres d’anglès), podríem introduir-nos en aquest nou temps gramatical a través de les rutines diàries. Per a nosaltres, això serà molt més enriquidor i, alhora, divertit.

El primer pas serà veure aquest vídeo (http://www.youtube.com/watch?v=yWccPqg1DbI) i escriure a les nostres llibretes les frases que hi apareixen. Aquesta feina hauria d’estar feta per a la propera classe d’anglès (23 de març) a fi de començar a treballar en aquestes frases sense torbar-nos.

5th Year

Students of 5th Year A think this is what is going to be in the exam:

1. Phonics (iu, oi)
2. Asking questions with "do/does". Answering questions.
3. Vocabulary: vegetables, fruits, months of the year, countries, cardinal points.
4. What temperatures, rainfall and sunlight food needs to grow.
5. The future with "going to"
6. Present continuous (He is growing tomatoes in the south-east corner).
7. Listening.

Are the students right???

3rd Year

In the next weeks, we’ll be working on the topic of animals. We’ll learn some examples of birds, fish, insects and mammals, and we’ll classify them in several different ways: according to their taxonomy, their physical appearance and their mode of movement. Also, we’ll learn the main body parts of animals as well as the chief characteristics of insects.

Our teacher has thought about an interesting warm-up activity. She’s told us to open the Project Booklet at page 19, choose four real animals from activity 6 in order to create a fantasy animal, decide what body parts from the former are going to make up the latter and, finally, draw our fantasy animal in the notebook and give it a name. Some of us will have to present and describe our animal to the rest of the class (e.g. “It’s got a tiger’s head, a horse’s body...”).

En les properes setmanes, treballarem en el tema dels animals. Aprendrem alguns noms d’ocells, peixos, insectes i mamífers, i classificarem aquests animals en funció de diferents criteris: taxonomia, aparença física i tipus de desplaçament. També aprendrem les principals parts del cos dels animals, així com els trets més rellevants dels insectes.

La nostra mestra ha pensat en una activitat introductòria força interessant. Ens ha dit que miréssim la pàgina 19 del “Project Booklet”, escollíssim quatre animals reals de l’activitat 6 per crear un animal imaginari, decidíssim quines parts del cos dels primers formarien aquest últim i, finalment, dibuixéssim el nostre animal imaginari a la llibreta i li donéssim un nom. Alguns de nosaltres haurem de presentar i descriure aquest animal davant dels companys/es (e.g. “It’s got a tiger’s head, a horse’s body...”).

4th Year

Next Friday, February 25th we’ll take our fourth exam.

What to study for the test

-          Some basic food items and finished dishes

-          The difference between perishable and non-perishable food

-          The main items of food that we get proteins, carbohydrates, and vitamins and minerals from

-          The use of a/an for singular countable nouns (an apple, a sandwich, a yogurt…), and some for plural countable nouns (some apples, some sandwiches, some yogurts…) and uncountable nouns (some rice, some milk, some bread…)

-          Words that begin with “y-“ and “j-“ (jumper, jam, jar, jug, yogurt, yellow, young…)

All the activities in Unit 4 on the Multi-ROM can help us study for the exam.

Good luck!

El proper divendres 25 de febrer farem el nostre quart examen de llengua anglesa.

Què cal estudiar per a l’examen

-          Noms d’aliments bàsics i plats acabats

-          La diferència entre queviures peribles i no peribles

-          Els principals aliments dels quals obtenim proteïnes, glúcids, i vitamines i minerals

-          L’ús d’”a”/”an” per a noms comptables singulars (“an apple”, “a sandwich”, “a yogurt”…), i “some” per a noms comptables plurals (“some apples”, “some sandwiches”, “some yogurts”…) i noms incomptables (“some rice”, “some milk”, “some bread”…)

-          Paraules que comencen per “y-“ i “j-“ (“jumper”, ”jam”, “jar”, “jug”, “yogurt”, “yellow”, “young”…)

Totes les activitats de la unitat 4 del Multi-ROM poden ajudar-nos a estudiar per a l’examen.

Bona sort!

2nd Year (and others)

Greetings!

Next Saturday, the 26th of February, at 12:00pm you'll have the opportunity to take your children along to the library, Armand Cardona, to listen to a story in English: The dog who loved the moon. Here's a link with the information:

http://www.vilanova.cat/html/tema/bm/ac/bac_act.html#anch-2

Children love stories. What a great opportunity to experience English in a different context. Maybe we can get some ideas for the story we are writing in class...

Salutacions!

El proper dissabte dia 26 de febrer a les 12 del migdia tindreu l'oportunitat de portar els vostres fills a la biblioteca Armand Cardona per escoltar un conte en anglès: The dog who loved the moon. Aquí teniu un enllaç amb la informació:

http://www.vilanova.cat/html/tema/bm/ac/bac_act.html#anch-2

Als nens els encanten els contes. Quina bona oportunitat per viure l'anglès en un context diferent. Potser ens donarà alguna idea per al conte que estem escrivint a classe...

1st Year

During these last three weeks of English at school, we’ve been working on a very interesting story titled “Ice Cream”. After learning the dialogue, we’ve been acting out the story in groups. Also, we’ve been practising other dialogues related to shopping through games and role-playing activities, and, as usual, we’ve designed a booklet to present the story to others. However, the most important thing we’ve learned through this story is that we don’t want to be like these children who are always saying “I want this!” or “I don’t want that!”; this is not a good attitude, isn’t it?

Al llarg de les darreres tres setmanes d’anglès al col·le, hem estat treballant en una història molt interessant titulada “Ice Cream”. Un cop après el diàleg, hem estat representant la historieta en grups. També hem estat practicant altres diàlegs relacionats amb les compres mitjançant jocs i activitats de rol, i, com és habitual, hem dissenyat un llibret per presentar la història als altres. Malgrat tot, el més important que hem après a través d’aquesta historieta és que no volem ser com aquests nens i nenes que diuen constantment “Vull això!” o “No vull allò!”; i és que aquesta no és pas una bona actitud, oi?