Keep track of the following dates in your notebooks:
||10 AL 21 DE AGOSTO
||III° LBHL ING VC-VT (ED-IB ORALS)
||28 DE AGOSTO
||IIIº LBHL ING VC-VT (PT-PRUEBA ESTRUCTURADA FORMATO PRUEBA 2 IB: SECTION A-B) *** CHANGED TO THE EUROPE TRIP TASK for October 13th
||22 DE OCTUBRE
||IIIº LBHL ING VC-VT (ED-INTERACTIVE ORAL ACTIVTIY)
||17 DE NOVIEMBRE
||IIIº LBHL ING VC-VT (ED-REVISIÓN TAREAS DE BLOG)
||24 DE NOVIEMBRE
||IIIº LBHL ING VC-VT (PT-PRUEBA ESTRUCTURADA FORMATO PRUEBA 1 IB – 4 TEXTOS)
EX: Paper 1
IB two-year program:
Take a look at the following document where you can see what official assessments must be completed during these two-year courses. Click on the link below:
CALENDARIO DE EVALUACIONES INTERNAS Y EXTERNAS QUE DEBEN REALIZARSE EN LOS DOS AÑOS DE PROGRAMA
No country, culture, or group stays the same indefinitely. Consider that it wasn’t until 1920 that women in the United States were allowed to vote. National origin, family background, economic levels, and historical context all help determine opportunities people have in life. Muslim women are subject to these factors as well. In this lesson, you will learn how and why the role of women in Islamic cultures has evolved.
- Choose a famous Muslim woman. Some suggestions are included here:
|Khadija, wife of Muhammad
||present-day Saudi Arabia
|Aisha bint Abu Bakr, wife of Muhammad
||present-day Saudi Arabia
|Fatima, daughter of Muhammad
||present-day Saudi Arabia
|Rabia al-Adawiyya, the first Sufi
|Walladah bint Mustakfi
|Roxelana, Hurrem Sultan
|Nawal El Saadawi
|Sheikh Hasina Wajed
- Then, research the woman chosen and record as much of the following information as possible:
- Name of woman
- Birth and death dates
- Country of origin/where she lived
- How did she reflect the culture of her time?
- How did she rise above it?
- Family background/social status/wealth
- Level of education
- Present your research to the class and analyze how the roles of Muslim women have evolved.
- Discuss focusing on the common denominators in the lives of exceptional women in Islamic and Middle Eastern history. Some discussion questions may include the following:
- How and why did the roles of Muslim women evolve?
- What factors allowed these women to go beyond the norm?
- What common obstacles did they face?
- How are their stories similar to those of famous women in other cultures?
- Does the role of women and the rights afforded them always improve? Are there examples in the Middle East and in other regions in the world where women have lost freedoms?
Listen to the following audios and answer the activities on the corresponding worksheet.
London Marathon Wedding
Visit this website to complete the activities
The last blog activity is the following:
- Design a questionnaire, with at least 10 questions, to find out as much as you possible about the impact of English in the country in which you go to school, either as an official language or as an unofficial language: in government, in education, in the traditional media, in popular culture and on the Internet.
- Create your questionnaire on Google Sheets, SurveyMonkey or just post the questions on your blog.
Remember that on Nov. 13th, your will have your blog checkpoint assessment. One of the first activities was to write a personal response of 150-250 words.
The stimulus was the following: “Can you recognize different social groups (tribes) among the teenagers at the Mackay School? If yes, describe them. If not, explain why you think this is not the case.”
What are the risks of having energy drinks? You will a video from ABC SCIENCE’s Catalyst. While you watch it, please answer the following questions:
- How many drinks did Sara have?
- What are some serious effects of drinking energy drinks?
- What is the portion of caffeine contained in a bottle of an energy drink?
- What other ingredients do energy drinks haveWhat is the cause of sticky blood?
- What happened to George Greaves?
- What is the problem with the labels?
After checking the answers with your teacher, go to your CC p.245 and read the text titled “From John Barlyecorn: Alcoholic Memoris” You will have 18 minutes to read and answer questions on page 246.
Extra activity: Get together in groups of 3 and with the help of your phones take a set of six photographs where you will be telling the story of a person and his/her relation with alcohol or energy drinks and people surrounding.
Please read the following structure summary for you to have a clear idea of your assigned roles:
Clink on the following links to get more information about your motions.
Ms. Verónica’s students: please work all with texts for motion “allowing women to take part in combat”.
Keep in mind these questions:
- What is the main idea of each text?
- Is the text against or in favor of your motion? (If this is not your motion, do not answer this question)
- Can you find elements to support the ideas presented? Where?
- How can you realize those elements are supporting sentences/arguments?
- Do you think the text is a good source of information for the debate? Is it trustful? Why?
Allowing women to take part in combat
Introducing minimum pricing on alcohol sales
MOTION 2: This House would allow women to take part in combat
- Matías Fuentes
- Pablo Bozzolo
- Guillermo Ahumada + Summary Speaker
- Nicolás Urzúa
- Joaquín Mansilla
- Vincent Laclabere + Summary Speaker
- Ignacio Bofill
- Joaquín Delgado
TIMEKEEPER: Francisco Covarrubias
MOTION 3: This House believes sports can be sponsored by alcoholic beverages
- Francisco Covarrubias
- Carlos Kohler
- AgustÍn Bianchetti + Summary Speaker
- Esteban Karmy
- Matías Toledo
- Pablo Neupert + Summary Speaker
- Juan Ignacio Espinoza
- Juan Ignacio Salgado
- Rodrigo Vallejo
TIMEKEEPER: Ignacio Bofill
Group 1: This House would introduce minimum pricing on alcohol sales (Proposition)
– 1st speaker: Francisco Casasempere
– 2nd speaker: Lucas Landaeta
– 3rd Speaker: Agustín Valenzuela + Summary
-4th speaker: Joaquín Solis
Group 2: This House would introduce minimum pricing on alcohol sales (Opposition)
-1st: Patricio Strube + summary
-2nd speaker: Matías Navarro
-3r speaker: José Ignacio King
-4th speaker: Vicente Yany
Group 3: This House would allow women to take part in combat (Opposition)
-1st: Camilo Moris + Summary
-2nd speaker: Bernardo Villanueva
-3r speaker: Cristóbal Consigliere
-4th speaker: Carlos Léniz
Group 4: This House would allow women to take part in combat (Proposition)
-1st: Joaquín Troncoso
-2nd speaker: Nicolás Valenzuela + Summary
-3r speaker: José Tomás Barrena
-4th speaker: Matías Kappes