Wednesday, 30 November 2011

Fire Drill Procedure

IN THE EVENT OF A FIRE
A member of staff will activate the fire alarm.
Take the evacuation in a calm orderly manner, leaving personal belongings behind.
The teacher of each class must indicate the exit route to be used and everyone must be directed to a Predetermined Assembly Point.
Assembly point /əˈsembli /(= a place where people have been asked to meet)
Specific arrangements must be made for students with physical disabilities to ensure that they are assisted during evacuation.
The students will line up and walk smartly to the assembly point, led by their teacher. The students are expected to follow any instructions given to them by the staff.
No running is to be permitted to avoid panic.
On staircases everyone must descend in single file. Overtaking of classes or individuals must not be permitted.
Smartly: quickly
(in) single file: (also old-fashioned (in) Indian file) (in) one line, one behind the other. E.g. They made their way in single file along the cliff path.
Lifts must not be used.
Anyone who is not in class when the fire alarm sounds must go immediately to the assembly point.
A roll call should be conducted: at the assembly point the teacher will check the students against the register and report to the senior member of staff that the students and staff are ALL accounted for.
Roll-call: the reading of a list of names to a group of people to check who is there. E.g. Roll-call will be at 7 a.m.
Account for somebody/something: to know where somebody/something is or what has happened to them, especially after an accident. E.g. All passengers have now been accounted for. Three files cannot be accounted for.
Staff and students will wait at the assembly point until told by the fire officer that it is safe to re-enter the building and the all-clear is given.
The all-clear: signal (often a sound) which shows that a place or situation is no longer dangerous. E.g. The children hid in the basement until the all-clear sounded.
ON NO ACCOUNT RE-ENTER THE BUILDING UNTIL THE ALL CLEAR IS GIVEN.
THE SAFETY OF THE STUDENTS IS PARAMOUNT AND ANY INSTRUCTIONS GIVEN BY THE FIRE SERVICE SHOULD BE ACTED UPON IMMEDIATELY.
Act on/upon something: to take action as a result of advice, information, etc. Proceder según, actuar de acuerdo a. E.g. Acting on information from a member of the public, the police raided the club. Why didn't you act on her suggestion?

Friday, 30 September 2011

Homework 2011-2012

In this blog you will find extra material to improve your English.

Here you will find all the entries related to Ready for CAE unit 1
Here you will find all the entries related to Ready for CAE unit 2
Here you will find all the entries related to Ready for CAE unit 3 
Here you will find all the entries related to Ready for CAE unit 4
Here you will find all the entries related to Ready for CAE unit 5
Here you will find all the entries related to Ready for CAE unit 6
Here you will find all the entries related to Ready for CAE unit 7
Here you will find all the entries related to Ready for CAE unit 8
Here you will find all the entries related to Ready for CAE unit 9 
Here you will find all the entries related to Ready for CAE unit 10
Here you will find all the entries related to Ready for CAE unit 11 
Here you will find all the entries related to Ready for CAE unit 12
Here you will find all the entries related to Ready for CAE unit 13
Here you will find all the entries related to Ready for CAE unit 14
Compositions
1. My English and Me (deadline: 19 Oct)
2. Read this article and write a formal letter to the newspaper, giving your version of what life is like on the island and asking them to print another article. Use the comments below the article to get some ideas of what to say. You will find a letter writing guide here and here (deadline: 9 Nov) 
3. Write a report about some different types of TV advertising. Get the details here. (deadline: 28 Nov) 
4. Writing: Character Reference. (deadline: 21 Dec)
One of your classmates sees this advert on the British Council website: www.britishcouncil.org/languageassistants-fla.htm

Have you ever wanted to teach abroad and improve your English? Can you think of classroom activities that would help students in the UK to improve their language skills? If so, the Foreign Language Assistants programme might be for you.
Your role will be to work with the teacher in the classroom or on your own with small groups of students in order to help them gain confidence in your language. It is also a good chance for them to learn more about the culture in your country.
If you are a language assistant wishing to teach Spanish in the UK, you must apply to the office in your home country:

Ms Conchita Hernandez
Ministerio de Educación
Subdireccion General de Cooperacion Internacional
Paseo del Prado 28-2
28014 Madrid
Spain

You will need to send the application form and at least one character reference letter.

Your task:

Your classmate asks you to write the character reference letter for him. Use 230-260 words.
 
Find useful language here.

5. Write a scrapbook this Christmas with the activities you do together with family and friends. (deadline: 16 Jan)

6. Ready for CAE p 69. Choose one of these statements and write an essay (deadline 29 Feb):
  • Young people no longer respect their elders
  • It is better to live alone than in the parental home
  • The over-sixties have nothing to learn from the under-twenties.
  • Marriage is no longer relevant in modern society.
  • Parents should be punished for offences committed by their children.
  • We have more means of communication, but we communicate less effectively.
7.  Write a review of a book or film encouraging others to read or see it: Useful language . (deadline: 28 March)
8. Write a balanced discussion ( essay ) on the following theme: "New fashions in diet and exercise are more concerned with commercial profit than with health and fitness." (deadline: 18th April).
9. Write an essay on the following theme: "Is Social Networking Bad for You?" (deadline 30th April).
10. Write a descriptive essay: My Dream House. Try to use the vocabulary on page 214. You can also find models here and here (Deadline 9th May)
11. Essay: The Current Education System is Flawed. You can get some ideas in this video and in this one.(Deadline: 16 May) 
 
Presentations
 Readers (deadlines: 31 Oct and Feb)

Workbook
You can do the exercises in: Unit 1  , Units 2-14

Wednesday, 21 September 2011

Reading List Advanced 2 2011-2012

Readers Advanced 2

Your assignments are:

A) You will choose a book to read. Tell your teacher which book you have chosen. (Deadline: 31 Oct.). You will then read the book.
B) You will prepare a short presentation about it. You can also include your favourite quotes from the book and add some explanations. You can also try to convince the class that the book you have chosen should (not) be on the Reading List next year. (February) 

Reading List 2011-2012 (suggestions)
1.            The Kite Runner is a novel by Khaled Hosseini.  Published in 2003, it is Hosseini's first novel, and was adapted into a film of the same name in 2007.The Kite Runner tells the story of Amir, a young boy from Kabul, who befriends Hassan, the son of his father's servant. The story is set against a backdrop of tumultuous events, from the fall of Afghanistan's monarchy through the Soviet invasion, the mass exodus of refugees to Pakistan and the United States, and the rise of the Taliban regime. 336 pages
2.            The Brooklyn Follies is a 2005 novel by Paul Auster. The 60-year-old Nathan Glass returns to Brooklyn after his wife has left him. He is recovering from lung cancer and is looking for "a quiet place to die". In Brooklyn he meets his nephew, Tom, whom he has not seen in several years. Tom has seemingly given up on life and has resigned himself to a string of meaningless jobs as he waits for his life to change. They develop a close friendship, entertaining each other in their misery, as they both try to avoid taking part in life.  320 pages
3.            Disgrace is a 1999 Booker Prize-winning novel by South African-born author J. M. Coetzee who won the Nobel Prize in Literature four years after its publication. David Lurie is a South African professor of English who loses everything: his reputation, his job, his peace of mind, his good looks, his dreams of artistic success, and finally even his ability to protect his own daughter. He is twice-divorced and dissatisfied with his job as a Communications professor, teaching one specialized class in Romantic literature at a technical university in Cape Town in post-apartheid South Africa. His "disgrace" comes when he seduces one of his students and he does nothing to protect himself from its consequences. 220 pages.
4.            Notes from a Small Island is a humorous travel book on Great Britain by American author Bill Bryson, first published in 1995. Bryson covers all corners of the island observing and talking to people. On his way, Bryson provides historical information on the places he visits, and expresses amazement at the heritage in Britain. Sideways, Bryson pays homage to to the humble self-effacing fortitude of British people under trying times such as the World Wars and Great Depression, as well as the various peculiarities of Britain and British English. 327 pages.
5.            Enduring Love (1997) is a novel by British writer Ian McEwan. On a beautiful and cloudless day, a middle-aged couple celebrate their union with a picnic. Joe Rose and his long-term partner Clarissa Mellon are about to open a bottle of champagne when a cry interrupts them. A hot air balloon, with a 10-year-old boy in the basket and his grandfather being dragged behind it, has been ripped from its moorings. Joe immediately joins several other men in an effort to bring the balloon to safety. In the rescue attempt, one man, John Logan, dies. 247 pages.

Thursday, 30 June 2011

Homework 2010-2011

In this blog you will find extra material to improve your English.

Here you will find all the entries related to Ready for CAE unit 1

Here you will find all the entries related to Ready for CAE unit 2

Here you will find all the entries related to Ready for CAE unit 3

Here you will find all the entries related to Ready for CAE unit 4

Here you will find all the entries related to Ready for CAE unit 5

Here you will find all the entries related to Ready for CAE unit 6

Here you will find all the entries related to Ready for CAE unit 7

Here you will find all the entries related to Ready for CAE unit 8

Here you will find all the entries related to Ready for CAE unit 9

Here you will find all the entries related to Ready for CAE unit 10

Here you will find all the entries related to Ready for CAE unit 11

Here you will find all the entries related to Ready for CAE unit 12

Here you will find all the entries related to Ready for CAE unit 13

Here you will find all the entries related to Ready for CAE unit 14
Compositions
1. My English and Me (deadline: 20 Oct)

2. Read this article and write a formal letter to the newspaper, giving your version of what life is like on the island and asking them to print another article. Use the comments below the article as a model (deadline: 10 Nov)

3. Write a report about some different types of TV advertising. Get the details here. (deadline: 29 Nov)

4. Unit 4 composition was done in class on 22 Dec. You have it here

5. Write a scrapbook this Christmas with the activities you will do together with family and friends. (deadline: 19 Jan)

6. Write a review of a book or film encouraging others to read or see it: Useful language . (deadline: 3 March)

7. Write a balanced discussion on the following theme: "New fashions in diet and exercise are more concerned with commercial profit than with health and fitness." (deadline: 28th March) You will find useful expressions on pages 69 and 197.

8. Write an essay on the following theme: "Is Social Networking Bad for You?" (deadline 6th April).

9. Unit 9 composition was done in class: My Worst Flight Ever. We used air travel vocabulary, collocations and connectors.

10. Write a descriptive essay: My Dream House. Try to use the vocabulary on page 214. You can also find models here and here (Deadline 13 April)

11. Essay: The Current Education System is Flawed. You can get some ideas in this video and in this one.(Deadline: 20 April)

12. Write an article on one of the problems facing young people in your country today. You can read a model on page 161. (Deadline: 2 May)

Presentations
Readers (deadlines: 31 Oct and Feb)

Workbook
You can do the exercises in: Unit 1 Units 2-14

Thursday, 3 February 2011

Overview of the Examination

The following is a brief summary of what the exam consists of.

ÚS DE LA LLENGUA

DURADA DE LA PROVA: 50'.

OPEN CLOZE TEST. Un text amb 10 espais en blanc, enfocat principalment a la gramàtica textual (coherència i cohesió internes del text) o a la morfosintaxi (nexes, connectors, temps verbals, verb patterns i/o estructures del nivell).

MULTIPLE CHOICE LEXICAL CLOZE TEST. Un text amb 10 espais seguit de preguntes d’opció múltiple amb 4 opcions. Prioritàriament enfocat a la precisió lèxica.

WORDBUILDING. Un text amb 10 espais en blanc. S’adjunten les paraules a partir de les quals s’ha de formar la nova paraula que s’adapti al context i posar-la a l’espai en blanc. L’enfocament és prioritàriament lèxic.

TRANSFORMATIONS. Exercicis en els quals s’han de transformar textos breus. S’inclou el començament i el final d’una frase que s’ha de completar amb les paraules adients. S'inclou també una paraula clau. L’enfocament és lèxic i gramatical; s’ha de demostrar l’habilitat d’expressar un missatge de forma diferent a la proposada utilitzant entre 3 i 6 paraules. Hi haurà 5 frases amb un total de 5 punts.

COMPRENSIÓ LECTORA

DURADA DE LA PROVA: 1 H.

MULTIPLE CHOICE QUESTIONS. Un text extens acompanyat de preguntes d’opció múltiple de 4 opcions. (8 preguntes). Aquesta activitat va enfocada a la comprensió general i dels detalls específics del text.

MULTIPLE MATCHING. Un text compost de diversos paràgrafs que tracten de diferents persones, objectes o activitats. L'activitat consta de frases o preguntes que s'han d'associar i relacionar amb els paràgrafs adients. Aquesta activitat va enfocada a la comprensió detallada del text. Hi haurà 12 preguntes sense distractors.

COMPRENSIÓ AUDITIVA

DURADA DE LA PROVA: 45 MIN.
Cada text s’escoltarà 2 vegades.

MULTIPLE CHOICE QUESTIONS. Un text oral en forma de monòleg o de conversa. L’activitat va enfocada a l’habilitat per entendre la informació general i específica, així com les intencions dels parlants del text oral. S’inclouran 8 preguntes d’opció múltiple triant entre 3 opcions.

GAPPED TEXT. S’escoltarà un enregistrament d’un monòleg i els examinands hauran de completar un text amb espais en blanc on falten paraules o expressions (12 espais). L’activitat va enfocada a extreure informació específica. El text en el qual figuren els espais en blanc conté frases del text que els examinands han escoltat, no la transcripció completa.

EXPRESSIÓ ESCRITA

DURADA DE LA PROVA: 1.40 H.

PRIMERA PART: 130 a 150 paraules.
Els examinands han de fer un escrit amb propòsit comunicatiu, el qual ha de contenir un missatge concret i específic, en forma de correu electrònic, invitació, carta formal breu o nota informativa o amb instruccions, etc. Els examinands tendran una sola opció.


SEGONA PART: 225-250 paraules.
Els examinands han fer un escrit adequat al nivell mostrant la capacitat de comunicació a través de la narració de fets, descripció de llocs i/o persones, exposició de fets o d’arguments a favor o en contra d’alguna proposta. Els examinands han de triar només una de les 2 propostes.

Els candidats han d’ajustar-se a la tasca i el gènere de text requerit. La seva producció ha de ser adequada en tot moment al propòsit, intenció i registre del text.

Els candidats han d’ajustar-se a l’extensió requerida; els textos massa curts o massa llargs poden rebre una qualificació negativa.

EXPRESSIÓ ORAL

DURADA DE LA PROVA: 20 MIN. APROX. (els quals inclouen el temps de preparació)
La prova es durà terme en parelles.
Abans de començar la prova els alumnes han de triar dos temes a l’atzar. Disposaran d’uns segons per decidir quin tema volen desenvolupar.

La primera part de la prova consta d’una tasca a desenvolupar en parelles. La segona part correspon a un monòleg. Les tasques individuals (monòlegs) tracten aspectes diferents del tema seleccionat.

PRIMERA PART (interacció)
S’inclouen unes fotos acompanyades de preguntes.
Una tasca conjunta durant la qual els examinands han de parlar del TEMA que hagin triat amb fotos i preguntes que s'inclouen per donar suport al desenvolupament del tema. No es tracta d'una descripció detallada de les fotografies.

SEGONA PART (monòleg)
Una tasca individual durant la qual cada examinand ha de desenvolupar aspectes diferents o més concrets del tema que s'ha tractat en la primera part de la prova. Aquesta part es basarà en unes 3 preguntes de les quals l’examinand n’haurà de triar 2 i no hi haurà cap fotografia.

En acabar els examinadors poden plantejar preguntes sobre el contingut de les intervencions dels examinands. Per aquest motiu, és necessari que els examinands s’escoltin mútuament.

http://www.caib.es/sites/M1502111317262137083894/ca/nivell_avancat-83784/