Tuesday 5 November 2024

News on the media-Mediation (reporting facts)

On Wednesday 30 October, the people of Valencia, Spain, were confronted with the devastating consequences of flooding as the death toll began to rise.

The European Commission President Ursula von der Leyen said, "what we are seeing is devastating." "This is the dramatic reality of climate change. And we must prepare to deal with it," she added.

In Spain, the public alert system - ES-Alert- was not activated in Valencia until late in the evening, long after the flooding had begun, and hundreds of people were already at risk. In the densely populated province, home to 2.6 million inhabitants, people went about their daily lives unaware of the growing danger. Although high-risk warnings were issued throughout the day, authorities did not officially flag them to the public, despite regional media urging people to stay home since the early hours of the afternoon.

While the University of Valencia cancelled classes and sent staff home as a precaution, most residents were left without any official guidance, and hundreds of businesses did not suspend their activities, putting the lives of their workers at risk. Responsibility for issuing a level 2 public alert (sent to mobile phones) lays with the regional government. They sent out the first warning at 20:11, by which time many people were already stranded by rising waters.

A second alert followed nearly an hour later, urging residents to move away from nearby rivers to higher ground. While no early alert could have fully spared Valencia from the economic toll, including damaged infrastructure and thousands of destroyed vehicles and homes, timely warnings might have prevented the human cost of over 200 lives – a figure that is expected to rise as the search for the missing continues.

Moreover, flood mitigation projects—which depend on the government in Madrid—intended to prevent exactly this kind of disaster have been delayed for over 15 years. While achieving “zero risk” is impossible, a consistent public investment could lessen the impact of inevitable weather crises.

The tragedy in Valencia reminds us that crisis preparedness is about safeguarding communities, protecting lives, and ensuring the structures we rely on in times of crisis are always ready, beyond the reach of shifting political winds.

https://p.dw.com/p/4mVOD




Wednesday 23 October 2024

Halloween 24. All Saints´Day. Cultural traditions of the English speaking countries

   



Halloween worksheet 


Visit www.history.com/topics/halloween/history-of-halloween and read the first section
entitled Ancient origins of Halloween. Look for the answers to these 13 (unlucky for some)
questions.

1. Where is the celebration of Halloween thought to have come from?
2. The Celts occupied an area of land covering three modern-day countries or regions. Which
are they?
3. Why did the Celts celebrate ‘Samhain’ on the night of 31 October?
4. What did the Celts believe the ghosts of the dead would cause damage and trouble to?
5. To commemorate the event, what did the Druids build?
6. What costumes did they wear?
7. What did they re-light to help protect them from the coming winter?
8. By 43 AD, who had mostly conquered the Celts?
9. What two other festivals were combined with ‘Samhain’?
10. After many changes due to the spread of Christianity, what new celebration was created
in 1000 AD?
11. What were the similarities between this day and ‘Samhain’?
12. What was another name given to this celebration?
13. What was the night before called and what did this finally become?

Monday 14 October 2024

Writing-Sequencing connectors

Cohesion

Linking and sequencing events

These words can be used to put events in sequence: whenafterafter thatafterwardsnextsubsequentlylater (on), followed byto go on to and finally.

When and after are conjunctions, and they are used to join two clauses. The subordinate clause beginning with when or after can go before or after the main clause.

  • When she finished school, she got a job as an office cleaner.
  • She got a job as an office cleaner when she finished school.
  • After he heard the news, he went home.
  • I turned on the TV after I had finished dinner.

After can be used with verb + -ing.

  • After hearing the news, he went home.
  • I turned on the TV after having finished dinner.

After that and afterwards are used as adverbs, to sequence two events. After that is used when describing a list of two or more events. Afterwards means "after an event that has just been mentioned".

  • She first worked in a hospital, and after that she opened her own shop.
  • We went to see a film and afterwards we discussed it.

After is not usually used alone as an adverb.

  • She first worked in a hospital, and after she opened her own shop.
  • We went to see a film and after we discussed it.

Next and subsequently are used as adverbs. Next means "immediately after". Subsequently means "after that" or "at a later date". Subsequently is more formal than next, and is usually used in written English.

  • He wrote a letter, and next he finished reading a novel.
  • She wrote her first book when she was 25 years old, and subsequently she wrote five more.

Later and later on are used as adverbs. Later means "after a particular time or event", but not necessarily immediately. Later on means "later in a period of time".

  • I hated maths at school but later I found it useful.
  • We first went to the cinema, and later on we had dinner together.

Other ways of talking about a sequence of events:

-followed by is used to join two clauses in the middle, but not at the beginning, of a sentence.

  • She worked in a series of part-time jobs, followed by time working for a small construction company.
    NOT: Followed by time working for a small construction company, she worked in a series of part-time jobs.

-to go on to do something can be used in any tense, and it is followed by the infinitive with to.

  • She went on to become a private investigator.
  • When I finish university, I'll go on to establish my own company.
  • If he hadn't died so young, he would have gone on to become really famous.

EXERCISES:

Thursday 19 September 2024

Starting off. Listening practice. Songs


TRUE/FALSE:
  1. Springsteen is 75 years old
  2. He has always played with the same band
  3. He published his first studio LP in the 60s
  4. He has won more than 40 Grammy Awards
  5. He didn´t serve in the Vietnam War.
QUESTIONS:
  1. When was his first album released?
  2. What´s the title of the song he´s best known for (1984)
  3. When did he begin to play with the band The Ghost of Tom Joad?
VOCABULARY:
  1. Returned
  2. Didn´t pass/not accepted
  3. Published
  4. Proposed/assigned/appointed
  5. Play










  • It's rainingBut there ain't a cloud in the ________Must have been a tear from your ___________Everything will be okay
    It's funnyI thought I______(FEEL) a sweet summer breezeMust've been you sighing so deepDon't worry, we're gonna find a _________
    I'm waitin'Waitin' on a sunny dayGonna chase the clouds awayYeah, I'm waitin' on a sunny day
    Without youI'm _________(WORK) with the rain falling downI'm half a party in a one dog townI need you to chase these blues away
    Without youI'm a drummer, girl, that can't keep a beatIce cream truck on a deserted __________I hope that you're ________ (COME) to stay
    I'm waitin'Waitin' on a sunny dayGonna chase the clouds awayWaitin' on a sunny dayHey
    Hard timesBaby, well, they _______(COME)  to us allSure as the ticking of the clock on the wallSure as the ________(TURN) of the night into day
    Your smile, girlBrings the morning light to my eyesLifts away the blues when I riseI hope that you're coming to ___________(STAY)
    'Cause I'm waitin'Waitin' on a sunny dayGonna chase the clouds awayWaitin' on a sunny day

Thursday 12 September 2024

Back to school. Bach. 1st course. New School Year

 


1st Bach. Year 2024-25
La Segunda Lengua Extranjera en la etapa de Bachillerato tiene como objetivo principal la adquisición de la competencia comunicativa en la lengua extranjera, de modo que permita al alumnado comprender, expresarse e interactuar en dicha lengua con eficacia, fluidez y corrección, así como el enriquecimiento y la expansión de su conciencia intercultural.

Specific competences:
  1.  Understanading and interpreting texts.
  2.  Text production (oral and written)
  3.  Active interaction and co-production (oral and written)
  4.  Language mediation (oral and written)
  5.  Luinguistic repertoire and plurilinguism
  6.  Diversity awareness (linguistic, cultural and artistic). Critical assessment
Criteria for evaluation.
  • Based on the specific competences and the development of the different skills: Listening, Reading, Speaking, Writing, Interaction (oral and written) and mediation (oral and written). Homework, tasks, attitude and participation.
Essential/key knowledge:
  • Communication
  • Plurilinguism and language reflection
  • Intercultural awareness

Introducing ourselves: All about me

              


Monday 3 June 2024

Vegan economy

Mar 22, 2018. It's the 'environmentally friendly' diet that's taking the world by storm. Veganism is quickly becoming more mainstream. And the UK, in particular, has seen huge growth in the vegan food sector - companies are scrambling to sink their teeth into the market. But is 2018 really the year of veganism, or is it all just a fad? Katie Gregory takes a look.


Thursday 23 May 2024

Speaking practice. AI simulator

https://app.smalltalk2.me/

1.- Sign in using a personal email account (remember your password for future access)

2.- Fill in general info (teacher´s recommendation, improve English, etc)

3.- Choose "TEST YOUR LEVEL" option and follow instructions.

4.- Enable your microphone, repeat words, sentences, record messages and chat according to the activities proposed. This will be recorded as part of the test.

5.- When you get the final speaking report, check stregths and weaknesses, suggestions, analyses and send the LINK by mail to your teacher (there´s a "certificate" and a "share" button) similar to this https://app.smalltalk2.me/reports/cpwhateverthenumber73or referenceXXX00112233

Test your level and send the feedback and final report link to your teacher by mail:javier.martinez@educantabria.es before

 Sun 2nd June (Deadline)