CHAPTER 2
What does NEO-PAVLOVIAN mean? What does this method consist of? What's it's aim?
What does the phrase "what man has joined, nature is powerless to put asunder" imply?
Why were Deltas conditiones to dislike books? What about flowers?
Why was a like of sports better for social well-being?
What's hypnopaedia and sleep teaching?
Why wasn't it useful at the beginning?
What's the difference, according to the director, between teaching moral and science?
What does Elementary Class Conciousness consist of?
CHAPTER 3
What are sports like in Ford's days? What is not allowed? Why?
What do children have to do in the garden?
Which incident takes place? How is the problem dealt with?
How do students react to history facts about children and teenagers in the past?
What is said about the results of past prohibitions?
Who is Mustapha Mond?
What does "histiry is bunk" mean?
What does the author compare dust with? What does he compare "spider-webs" with? Why does he establish such comparisons?
What else do we learn about the basic social ties in the World State?
What's the relationship between Marx and Foster like so far?
According to Mond, which was the reason why there was no stability in the past?
Which is the idea that brings together the three actions occurring at the same time, in different places in this chapter?
What's the dea about freedom and individual's rights in this New World?
What does Bernard Marx's role seem to be?
Which are the ideas passed by means of hypnopaedia?
Re-tell the historic events told by Mond.
What is a "really scientific education"? Which are its advantages?
Sunday, June 10, 2012
Tuesday, June 5, 2012
WWI BBC
http://www.bbc.co.uk/schools/worldwarone/
http://www.bbc.co.uk/history/worldwars/wwone/summary_01.shtml
http://www.bbc.co.uk/history/worldwars/wwone/summary_01.shtml
Sunday, June 3, 2012
Cultural Revolution on Wall
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| Alan capturing in this image the woman who didn't want to be caught anymore. |
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| Graciela, the art teacher, leading the team. |
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| Agus in charge of the victoriously isolated man. |
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| Pao laughing at Alan's attempt to enslave the woman for some years on the wall. |
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| Golden society into gold self |
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| Mission accomplished! |
LANGUAGE AND CULTURE II - TASKS 2012
TASK: 08/05
Deadline: 15/05/12
You are an English woman born in 1862 called Mrs. Ramsay. Read the information you have about this woman, her relatives and friends to have an idea of what she is like and go back to the double-entry chart you made in class to find information that can help you to depict the socio-historical context of her life in 1910. Then write her diary entry of 25th May 1910. Make sure your text makes references or suggests through her daily experiences the socio-historical context.
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Read "The Changing Political Scene" and "The Beginning of the Welfare State" and spot events that could have been published in local newspapers. Make sure you can explain the events and justify their relevance to appear in the news. Then capture, at least five of those events, in catching newspaper headlines.
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TASK: 29/05
Deadline: To be solved in class on 05/06/12
1) Read "The Impact of the First World War" and make a list of the ways in which the Great War affected the British.
2) Go back to the information about the characters of "To the Lighthouse" by Virginia Wolf provided in http://www.sparknotes.com/lit/lighthouse/characters.html .
3) It's 1915. You are........................................... You have to record yourself delivering a monologue about the impact the war is having on your life. You must include in your monologue at least 4 of the aspects listed in 2).
To prepare your monologue take into account your character's age, role in the family, personality, job, hobbies, plans for the future, etc.
Deadline: 15/05/12
You are an English woman born in 1862 called Mrs. Ramsay. Read the information you have about this woman, her relatives and friends to have an idea of what she is like and go back to the double-entry chart you made in class to find information that can help you to depict the socio-historical context of her life in 1910. Then write her diary entry of 25th May 1910. Make sure your text makes references or suggests through her daily experiences the socio-historical context.
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
TASK: 15/05
Deadline: 22/05Read "The Changing Political Scene" and "The Beginning of the Welfare State" and spot events that could have been published in local newspapers. Make sure you can explain the events and justify their relevance to appear in the news. Then capture, at least five of those events, in catching newspaper headlines.
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
TASK: 29/05
Deadline: To be solved in class on 05/06/12
1) Read "The Impact of the First World War" and make a list of the ways in which the Great War affected the British.
2) Go back to the information about the characters of "To the Lighthouse" by Virginia Wolf provided in http://www.sparknotes.com/lit/lighthouse/characters.html .
3) It's 1915. You are........................................... You have to record yourself delivering a monologue about the impact the war is having on your life. You must include in your monologue at least 4 of the aspects listed in 2).
To prepare your monologue take into account your character's age, role in the family, personality, job, hobbies, plans for the future, etc.
Sunday, May 27, 2012
A Wish of (prep) Independence
A Wish of (prep)Independence
Once upon a time in Greece there were
a lot of people living under the power of the ugly king of Turkey. He was a
grumpy man with a thick moustache and a big tummy.
One day the humans (vocabulary: we need a more accurate noun, a word that captures the meaning of people living in a particular place, or sharing identity features) were very tired
of obeying their king and wanted to be free. The Greeks were intelligent and
good merchants. (add information to create smoother link between sentences)They knew people from Italy, France and Britain.They talked to them and told their wish of independence.
British people
helped (om) Greeks. They sent a Sir called George Gordon Byron to serve them. Lord
Byron was a young and handsome man. He was strong and honest. (include information about his ideas, work to give a clear idea of why this man was in favour of the Greek) Lord Byron and a
Greek called Alexandros Mavrokordatos ( add information relevant for this story about Alexandros)created (collocation)a plan to attack the kingdom. They wanted to weaken it (how?) but Lord
Byron became ill and died two months later.
The Greeks were very sad because of the death of their friend and they
decided to beg (for) help to the bandit-heroes. (Information about them)The bandits asked the Greeks for more
leadership in exchange for their protection.
What did they do? How did they succeed?
Thanks to the bandits the Greeks’ dream could came true and they lived
happily ever after.
FEEDBACK:
- Details about characters should strengthen the events described. It's good to create a picture of what a person/character is like, but it is vital to complete this image with information about them that explains why they are involved in these events.
- More details about historical facts, turned into events in the story could render a better idea of what happened to children reading it.
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