Literature Virtual Period

In class we read the poem Ode on Melancholy by J. Keats. For our virtual period our teacher gave us the task to create a poster which contains the message of the poem together with a quotation and an image, too.

Publicado en 4AC2017, literature | 1 comentario

Reflection: “Living Space”

During our Language classes we have been reading and analizing an autobiography written by Bonnie Benjamin known as “Living space”. Later we were asked to post our comments and reflections about the text in our blogs.

REFLECTION:

  • As soon as I started reading I was completely caught by the writting. Through the text, I was able to get Bonnie’s feelings,  sympathise and listen to her voice. What make me sympathise with the her was the fact that her writing was directed to an audience like us (teenagers). What I loved about Bonnie was the trust she put on us (audience) by telling her own experience. In addition, its incredible the capacity of the writer to capture the reader in only 8 paragraphs,  I think it was one of the most engaging and inetresting texts I’ve ever read!

 

Publicado en 4AC2017, language | 1 comentario

Ensayo: “El lenguaje es el arma mas poderosa”

  • En el área de literatura estuvimos trabajando en el análisis del poema “Cuidado con las palabras” escrito por Alejandra Pizarnik. Luego, elegimos una de las siguientes afirmaciones, en mi caso “El lenguaje es el arma mas poderosa” y realizamos un punteo con el objetivo de luego redactar nuestro primer ensayo.

Ensayo: “El lenguaje es el arma mas poderosa”

El lenguaje es la capacidad propia del ser humano para expresar sentimientos y pensamientos a partir del uso de la palabra, de los gestos y la escritura. Existen diversas formas de usar el lenguaje, pero debemos saber cómo darle un buen uso a ello ¿Porque se describe al lenguaje como el arma más poderosa?

 Cuando hablamos de la palabra “ARMA” esta hace referencia a un aspecto negativo del lenguaje. A veces el hombre utiliza el lenguaje de forma incorrecta ya sea para atacar o herir los sentimientos de los demás. También, el lenguaje a veces lo utilizamos para conseguir un fin determinado, ya sea para engañar, amenazar, etc. En algunas ocasiones las palabras hacen más daño que un simple arma, es decir lo que escuchamos puede generarnos más dolor y un mayor impacto ya que a veces debemos escuchar cosas que no queremos de las personas que más amamos. La herida que nos provoca una bala con el tiempo logra sanar. En cambio, la herida que nos provocan las palabras perdura en el tiempo.

Por otro lado, el lenguaje puede utilizarse para defenderse y apoyar tú opinión. El lenguaje es muy importante puesto que nos permite comunicarnos, transmitir información e intercambiar o compartir ideas, lo que nos enriquece a nosotros como personas. Incluso, el lenguaje es muy importante a la hora de trabajar ya que es indispensable a la hora de llevar adelante el trabajo en equipo. Además, la comunicación es importante entre padres e hijos para dar lugar a espacios entre las familias donde se creen lazos afectivos. A partir de esto podemos ver la importancia del lenguaje y la comunicación.

El lenguaje es el arma más poderosa ya que fue creada por el hombre cuya especie recibe el nombre de homo sapiens considerada una de las razas más importantes debido a la capacidad de razonar, lo que nos diferencia del resto de las especies. La palabra sapiens significa sabio. El lenguaje apareció en distintos grupos durante la misma época y así es como este se fue expandiendo dando a conocer su existencia. Según una serie de estudios científicos llevados a cabo por el Dr Atkinson el lenguaje provino de África por lo que todos seriamos una familia tanto en el sentido cultural como genético ¿Entonces qué pasaría si el hombre no existiese, nunca hubiese existido el lenguaje?

A partir de los distintos puntos que analice pude explorar la importancia y el poder del lenguaje tanto en el aspecto positivo como negativo. Si bien es un tema muy abarcativo pude llegar a la conclusión que el lenguaje es en sí un arma que se puede utilizar de diversas formas dependiendo de la función que uno le quiera dar a ello. El lenguaje comunica, enseña, corrige, informa. Inter-relaciona y nos permite vivir en sociedad y  consecuentemente existir.

Para finalizar mi ensayo citaré al escritor británico Aldous Huxley quien dijo: “Las palabras son como rayos X si se usan apropiadamente: lo atraviesan todo” y en sentido contrario podemos afirmar que si se usan incorrectamente tienen el poder de  destruir sociedades, personas e individuos.

 

Publicado en 4AC2017, Literatura | Deja un comentario

Lógica: “En esta clase”

  • En el dia 3/03/2017 tuvimos nuestra primer clase de Lógica, en ella realizamos una serie de actividades tanto individuales como grupales. La primera de ellas consistía en elegir al menos tres aspectos tanto positivos como negativos que nos definiesen a nosotros como alumnos. Luego, con nuestro compañero/a de al lado teníamos que pensar cual era la característica que los distinguía y al finalizar veiamos si ambas respuestas coincidan. Posteriormente debimos definir las siguientes palabras: “LOGICA” “AUTO” y “DEFINICIÓN” sin ayuda alguna, luego hacíamos la puesta en común y juntos construíamos una mejor definición. Para finalizar nuestra primera clase cada unos de nosotros escribió una palabra en el pizarrón, estas no eran solo palabras sino virtudes que están presentes en nuestra clase o que debemos alcanzar.

Publicado en 4AC2017, Castellano, Lógica | Deja un comentario

Booktube: “Pretend you don’t see her”

Each trimester, we are given the task of choosing a book from our school Lending library. This month I have the possibility of choosing a wonderful book called Pretend you don’t see her by Mary Higgins Clark. To let you notice I have read it, I choose 3 quotes and analyzed, explained them and connect them with the topic.

Publicado en 3AC2016, Ingles, language, writing & oral | Deja un comentario

Podcast

  • Our language teacher, Pilar Pando, gave us the task to create a podcast about our own Ghost Stories. Here is my story and podcast:

Podcast: https://voicethread.com/share/8442496

Story:

Helen Morton, 1946.

19 September 1956, I was on the train Docklands Light Railway travelling from Kent to London when I saw a beautiful girl sitting three seats ahead. She looked rather pale and her clothes were quite old fashioned, I could not take my eyes off her. Suddenly, there was creaking noise that called my attention. People started screaming asking for help. The train stopped. All of a sudden I realized the girl wasn’t there anymore. I thought she might have got into panic.

Six o’clock in the evening after a long working day I took the train back to Kent. Luckily, there was enough room in the coach to have a seat. I could not believe who was sitting next to me! She was the same lady I had spotted early in the morning. She was wearing the same long dark skirt with a pair of short boots and white bluse. Her hair was tied up in a bun and her face looked sickly pale. Her eyes and cheeks seem to have sunk into her face. I felt pity for her but at the same time I was interested. I introduced myself and she told me she was Helen Morten. We had a nice chat, some minutes before we arrived at Kent station I asked her if she wanted to have dinner at the “River View” a cosy place. Luckily she accepted. When we entered the restaurant she said if we could sit at the back where there was less light, I found it a little bit bizarre. When I ordered supper she said she wasn’t hungry and would only sit to make me company. She didn’t speak much but was quite a good listener. I enjoyed all the same.

At nine o’clock she told me it was too late for her and felt anxious to return home. I offered to take her in a taxi but she preferred to walk. Her house was not too far away the only thing I realized it was a very dark neighbourhood. As it was cold I put my jacket on her shoulders. When we arrived at 42 Church Street it was time to say goodbye. We arranged to meet the following day at the same time but I would first fetch her at her house. All the way home, I was thinking of Helen and imagining her family because she never mentioned them.

The following day as soon as I arrived, I rang the bell and knocked at the door, nobody turned up. A lady next door, asked me what was I doing there, I told her that I was looking for Helen morton. She was in a shock when she told me: “Helen had died 10 years ago and she had been buried at Highgate cemetery”. Desperately I ran to the cemetery, it was about to close but they allowed me in. I asked the keeper for Helen’s tomb and when I got there I was shocked to see my jacket over her grave.

 

Publicado en 3AC2016, Ingles, language | Deja un comentario

Ghost Stories

  • During our Language class we have been reading and analysing Gothic Novels. We read three different stories of the same genre and analysed them in different groups, we also made a presentation on the vocabulary and expressions used in these stories.

The Gothic Novel

The Yellow Wallpaper

The Cask of Amontillado

Vocabulary of the Gothic Novel

 

Publicado en 3AC2016, Ingles, language, writing & oral | Deja un comentario

The Berlin Wall: A symbol

The Berlin Wall

  • During the course of the year, we have being studying the topic known as “The Cold War”. Our History teacher asked us to create a post in which we include the videos and a testimony about someone who had lived or experienced the consequences of The Cold War.

 

20 años de la caída del muro de Berlín. from lennyambrosini
Today, August 13th is the 50th Anniversary of the building of the Berlin Wall. Here’s a photo essay on the rise & fall of the Berlin Wall. Enjoy!!

http://www.time.com/time/photogallery/0,29307,1631993,00.html

Finally, a most interesting article about the speech that “Brought Down a Wall.”

http://www.time.com/time/world/article/0,8599,1631828,00.html

Testimony: 

Beate Koksch

Age 21 on November 9, 1989

Image result for beate koksch

Many young adults struggle with choosing a career, but Beate Koksch always knew she wanted to be a biochemist. In 1985, 17-year-old Koksch figured that her top marks in science made her a shoo-in for a university biochemistry program. Then one day, as graduation approached, her school principal announced in front of her classmates that Koksch had been denied entry to biochemistry programs.

An extremely upset and confused Koksch faced more unpleasant surprises. An hour later she was called to the principal’s office and found a Stasi operative waiting for her. Koksch says he started by mentioning her failure to get a spot at a university. In the next breath he invited her to study at a university that trained Stasi agents. Her failure to get into a biochemistry program had likely been a Stasi recruitment ruse. “It was awful to have the Stasi ask you to join them,” Koksch says. “I thought, ‘Why me? Have I been too good?’ To think that they saw me as a good candidate made me feel sick.” At the same time, Koksch knew that she couldn’t out-and-out refuse the Stasi agent’s invitation for fear of seeming rebellious or disloyal to the regime, which could hurt her family’s career prospects as well as her own. “I said I needed to speak to my father and would give an answer tomorrow.”

That night was not a pleasant one in her household as the family brainstormed for a way out of the predicament. In the end Koksch decided on a sequence of watery excuses for refusing the Stasi offer, such as she was thinking of getting married and settling down with someone who had many family members in the West—contacts the Stasi would not approve of or permit. Another excuse involved her thinking processes: she was completely right-brained and too inept for the left-brain thinking required for social sciences.

Luckily for Koksch the Stasi believed her story. The following year she reapplied to a chemistry program at the Technical University in Leuna-Merseburg and was accepted. Today she is a professor of organic and natural-products chemistry at the Free University in Berlin.

Publicado en 3AC2016, history, Ingles | Deja un comentario

Life in Eastern Europe, 1945 – 1989.

The following project was divided into different  groups, and the topic was related to our previous presentation, about Czechoslovakia. This project would be about life in Eastern Europe in Czechoslovakia. I worked with: Victoria Quiroga, Francesca Costamagna, Trinidad Torrendell and Clara Allende.

The Project consisted on:

  • Choosing the story of ONE or TWO sportsmen who defected from our countries due to life under communism. Explain who they were, what they did and the circumstances under which they defected.
  • Choose 3 exctracts from Gabriel G Màrquez’s book on your country that in your group’s view best portrays life in that country under the communist regime and illustrate it as a collage or a drawing.

Quotes:

  • “Al otro extremo de la aldea se detuvo frente a un puente con un letrero en checo escrito a pincel sobre un fondo de tela roja. Sobre el puente había media docena de soldados con ametralladoras. El tren reanudó la marcha cuando los soldados verificaron si no había nadie escondido en los ejes de los vagones”
  • “Lo único notable era la música de los altoparlantes y las mujeres embutidas en uniformes ferroviarios. Es un poco extraña la impresión de verlas con un uniforme entero, camisa, corbata y zapatos masculinos y un moño disimulado con gorra”
  • “Un momento después el tren se deslizaba por una región agrícola mecanizada, aprovechada hasta el último  centímetro. Por todas partes se veían gigantescas obras de ingeniería hidráulica acabadas o en construcción”
Publicado en 3AC2016, history, Ingles | Deja un comentario

Trabajo Practico de Fisicoquímica

Nuestra Profesora Susana Perez Rey, nos indico que realizaros la actividad de la pagan 48 la cual consistía en:

  • Colocar en 5 vasos la misma cantidad de agua y de aceite.
  • Revolver energeticamente con una cucharita el contenido del vaso.
  • Sacar fotografias del sistema antes, al minuto y a los 10 minutos de haber mezclado.
  • Repetir el mismo procedimiento para los demás vasos. Antes de revolver, agregar detergente. Cinco gotas en el vaso 2, diez gotas en el vaso 3 y veinte gotas en el vaso 4.
  • Confeccionar un video con la evolución del experimento.
  • Redactar conclusiones.

El experimento debía realizarse de a grupos yo lo realice con Victoria Lupi.

Acá se encuentra nuestro video:

Publicado en 3AC2016, Castellano | Deja un comentario