What do we have in mind while correcting your compositions? (based on 10 points, not 3) IT IS ONLY A GUIDE FOR YOU TO KNOW WHAT I CONSIDER A GOOD COMPOSITION

LIST FOR THE ORAL TEST: CHOOSE ONE TOPIC AND EXPRESS YOURSELF FOR TEN MINUTES

1. Should teenagers decide about their own future alone or guided by their parents? Explain
2. Does money bring happiness? Discuss.
3. Computers, mobile phones, games consoles..., what is your favourite device? Why?
4. Describe your ideal husband, wife, or partner.
5. Discuss the importance and problems of animals in modern urban societies.
6. What experiences would you like to live before you are old, and why?
7. Would you live in a foreign country? Explain why.
8. Do you think learning other languages is important nowadays? Why?
9. Some British and American traditions have become popular in Spain nowadays. Discuss.
10. Do animals contribute to make our lives easier or better? Explain.
11. Have you ever seen or had an accident? Describe what happened.
12. What can you do to have a healthy lifestyle?
13. What do you normally use the Internet for?
14. Do you believe there is life in outer space? Discuss.
15. There is no agreement on how governments should spend public money: education, health, culture, environment, etc. Give your own opinion.
16. How can you contribute to preserving the environment in your daily routine?
17. "Old people should live in residential homes." Discuss.
18. If you had to do some work in social care, who would you like to take care of? Give reasons.
19. "I spent some of the best days of my life at school." Is that true for you?
20. "School violence is a serious problem in schools." Discuss.
21. "Everybody should have the right to enjoy medical insurance no matter their financial status." Discuss.
22. What do you think you could do in your daily routine to have a healthy lifestyle?
23. Imagine you are an athlete taking part in the London 2012 Olympic Games. Describe one day of your life there.
24. The importance of sports in everyone’s health today. Discuss.
25. Daily life of older people in my town.
26. Society is getting older. What can we do?
27. Would you like to study at a foreign university? Give reasons.
28. “A job that you love is preferable to one that you hate, even if you earn less”. Discuss.
29. Advantages and disadvantages of living in a beautiful tropical area like the Caribbean.
30. Do you think people should pay more attention to the environment in order to prevent natural disasters? Give reasons.
31. What English-speaking country would you like to visit to practise your English? Give reasons.
32. The importance of English today.
33. How will climate change affect your daily life? Give your opinion.
34. What must governments do to reduce the consequences of climate change?
35. Would you like to practise risky sports? Give reasons.
36. Are elite athletes overpaid? Discuss.
37. Would you like to become a teacher? Give reasons.
38. Discipline in schools. Discuss.
39. Would you like to work as a volunteer in a poor country? Give reasons.
40. Health problems for young people in our country (drug/alcohol abuse, eating disorders, etc.).
41. What is your opinion about recycling and what do you do about it?
42. Write about how the excess of waste affects the environment.
43. Advantages and disadvantages of using the Internet.
44. Do you think that children’s access to the Internet and violent video games should be strictly controlled by their parents? Give reasons.
45. Where, outside Spain, would you like to go to on a short pleasure trip? Give reasons.
46. Attracting more tourists is essential for the Spanish economy.
47. Would you emigrate to another country to start a new life?
48. What measures could be taken to solve the problem of illegal immigration?
49. What do you think about music/dance competitions on TV?
50. Internet piracy: discuss.
51. What is your opinion about the prohibition of smoking in bars?
52. Should the Government stop paying for smoking illnesses? Give reasons for/against.
53. What would you do to help the environment?
54. Is life in our planet in danger of extinction?
55. What do you think about eating disorders in adolescence?
56. The influence of the world of fashion on physical appearance.
57. Are you for or against “the big bottle”? Why?
58. What alternatives can the Government offer young people to encourage a healthy life?
59. What is your opinion about changes in physical appearance?
60. The importance of being beautiful. Discuss.
61. What are the problems affecting children in poor countries?
62. Would you like to travel to an underdeveloped country? Give reasons.
63. How would you solve the rubbish problem?
64. Are people conscious of climate change? Explain.
65. What do you think about the prohibition of smoking in public places?
66. Is health the most important concern for people?
67. What’s your parents’ attitude regarding extracurricular activities?
68. What famous people do you consider geniuses? Why?
69. What type of job would you prefer – technical or artistic? Why?
70. Is there still inequality between men and women? Why?
71. Do you like practising some sport? Which one? Why?
72. Professional footballers are overpaid. Give your opinion.
73. Should public money be spent treating smoking-related diseases? Why?
74. What do you think of smoking in public places such as restaurants, pubs, etc.?
75. Can you tell a joke that you have played on someone or one that has been played on you?
76. How has the Internet changed people’s habits?
77. What is your favourite kind of books? Why?
78. Do you think young people prefer computers and video games to reading books? Why?
79. Would you like to go abroad for a temporary job? Why? 

BOOK REPORT

The required format is as follows:

1.  Write a heading on the paper:

Name

Grade

Class

Date

      

2.  Write the title and author on the first two lines:

Title

Author

3.  Write the report in three paragraphs. It is understood that each paragraph will contain a topic sentence and at least four additional sentences.  (300-350 words):       

·         In the first paragraph briefly give the setting and summarize the plot of the book.

·         In the second paragraph tell whether or not the story kept you involved, and why or why not. Be specific in your references to characters, plot, ideas, or writing style/ language.

·         In the third paragraph answer the question, “what did you learn about people or life from this book?” Again refer to specific events and characters in the story to explain your thoughts.

4. The report should be typed in 12. pt. New Roman font, and correctly formatted according to the above directions.

·         If you are unable to access a computer at home, you may neatly hand-write your report following the instructions above on the pages which follow.

DUE DATE: Wednesday, 2^nd November 2016.

MATERIALS

STUDENT BOOK
ADVANCED CONTRAST FOR BACHILLERATO 2. 
BURLINGTON BOOKS
ISBN 9789963489053

WORKBOOK
ADVANCED CONTRAST FOR BACHILLERATO 2. 
BURLINGTON BOOKS
 ISBN 9789963489060    

READING BOOK
THE BOY IN THE STRIPED PYJAMAS
JOHN BOYNE , ARROW (RANDOM), 2007
ISBN 9780099487821

PRESENTACIÓN DE LA MATERIA

Presentación de la materia

Objetivos:

1.       Obtener información global y específica en textos orales y escritos e identificar las ideas principales contenidas en los mismos con el fin de realizar las tareas requeridas: Transferir  información, comprobar datos previos...

2.       Predecir y deducir información en diferentes tipos de textos y comprobar ideas anticipadas o suposiciones a través de la escucha o lectura posterior.

3.       Escuchar mensajes emitidos por hablantes con diferentes acentos.

4.       Identificar elementos de referencia y palabras de enlace en textos con el fin de interpretar la cohesión y coherencia de los mismos.

5.       Interactuar oralmente con otras personas, planificando previamente el mensaje que se desea transmitir o la información que se desea requerir, cuidando tanto la coherencia como la corrección formal

6.       Hacer descripciones y narraciones basadas en experiencias u opiniones personales.

7.       Formular hipótesis sobre las expectativas, intereses o actitudes comunicativas que puedan tener los receptores de los textos.

8.       Ordenar lógicamente frases y párrafos con el fin de realizar un texto coherente, utilizando los elementos de enlace adecuados.

9.       Redactar distintos tipos de textos (narrativos, descriptivos, cartas), tanto formales como informales, respetando la estructura de los mismos.

10.   Sintetizar ideas al escribir reseñas, resúmenes, informes breves...

Bloques de contenidos / temporalización por evaluación:

UNIDAD DIDÁCTICA	TÍTULO	EVALUACIÓN
0	GETTING STARTED	1
1	A WAY WITH WORDS	1
2	ADVERT ALERT	1
3	FACE THE MUSIC	2
4	THINK GREEN	2
5	NINE TO FIVE	3
6	ON THE ROAD	3

Criterios de evaluación y de calificación:

En 2º de BACHILLERATO, la nota de cada uno de los trimestres se obtiene de la suma de los siguientes porcentajes:

o    Trabajo Personal:                                                                              10%

o   Oral/Proyecto                                                                                              10%

o    Libro de lectura                                                                                 10%

o    Examen texto PAU (50%)

Examen gramática + vocabulario + Listening (50%):                                                                                                                                                    70%

Ø   Si la media de cualquiera de las pruebas objetivas es menor de 4, la calificación de la evaluación será de INSUFICIENTE.

Ø   En la 3ª evaluación no habrá Reading Book y este 10% se asignará al valor de los exámenes, otorgándoles un 80% de la notal final.

Ø   La nota final de junio se calculará siguiendo este porcentaje: 10%-1ª evaluación,      20%- 2ª evaluación y 70%-3ª evaluación.

Ø   Si se sobrepasa el 25 % de faltas de asistencia injustificadas dentro de una evaluación, supondrá la pérdida del derecho a la evaluación continua en dicha evaluación. Los alumnos que concurran en dicha situación tendrán derecho a un examen único que evalúe sus conocimientos. Dicha prueba única no superará en ningún caso el valor que se haya establecido para los exámenes en la correspondiente evaluación continua y como así esté especificado en la programación (distribución de los porcentajes referidos a las calificaciones). En el caso de 2º Bachillerato, la nota de dicha prueba corresponderá al 70% de la nota final. Para poder optar al 30% restante, el alumno tendrá que entregar los trabajos que el profesor estime oportunos.

Procedimientos para la recuperación:

En la evaluación del aprendizaje de un idioma se valorará la capacidad del alumno por incluir en sus trabajos lo aprendido en el aula de forma progresiva y acumulativa.No se realizarán, por tanto, recuperaciones de partes de la asignatura al entender que en una lengua hay que demostrar un conocimiento global y no sólo de alguno de sus aspectos.

MATERIALES DIDACTICOS (libros de texto y otra documentación):

Libro de texto:   Access 2º Bac, Burlington Books.

                             Libro de alumno

Libros de lectura:   The boy in the Striped pijamas.  John Boyne

Normas a cumplir:

Ø  Puntualidad.

Ø  No se corregirán exámenes o ejercicios a lápiz, sin nombre o sucios. Se dará mucha importancia a la limpieza y presentación de los ejercicios.

Ø  No se recogerá ningún trabajo o ejercicio fuera de la fecha establecida.

Ø  Los ejercicios que hayan sido copiados, especialmente los textos PAU, obtendrán calificación 0 y no se podrán volver a realizar. Si el ejercicio fuera un examen, suspendería automáticamente la evaluación.

Ø  Es obligatorio presentarse a todas las partes evaluables. En caso de no poder realizar algún examen, éste no se repetirá sin un justificante médico o de los padres.

Ø  Es obligatorio traer el material didáctico a clase, así como el que sea requerido por los profesores.

Modal Verbs

Simple Modals

http://www.nonstopenglish.com/exercise.asp?exid=917

http://www.englishpage.com/modals/interactivemodal1.htm

http://www.englishpage.com/modals/interactivemodal2.htm

http://www.englishpage.com/modals/interactivemodal3.htm

http://www.englishpage.com/modals/interactivemodal4.htm

http://www.englishpage.com/modals/interactivemodal5.htm

http://www.englishpage.com/modals/interactivemodal6.htm

http://www.englishpage.com/modals/interactivemodal7.htm

http://www.englishpage.com/modals/interactivemodal8.htm

http://www.myenglishpages.com/site_php_files/grammar-exercise-modals.php

http://www.englishexercises.org/makeagame/viewgame.asp?id=2229

http://www.learnenglishfeelgood.com/esl-mixed-modals1.html

http://www.learnenglishfeelgood.com/esl-mixed-modals2.html

http://www.learnenglishfeelgood.com/esl-mixed-modals3.html

http://www.learnenglishfeelgood.com/modals-mightnot-couldnot1.html

http://www.learnenglishfeelgood.com/modals-infinitive-practice1.html

http://www.learnenglishfeelgood.com/modals-infinitive-practice2.html

http://www.perfect-english-grammar.com/modal-verbs-exercises.html

http://www.agendaweb.org/verbs/modals-exercises.html

Perfect Modals

http://www.englishexercises.org/makeagame/viewgame.asp?id=9331

http://www.englishexercises.org/makeagame/viewgame.asp?id=13008

http://www.esl-classroom.com/grammar/perfmodals1.html

http://webcb.blogspot.com.es/2012/10/new-modal-perfect-exercises.html

http://www.esl-lounge.com/student/grammar/4g66-past-modals-exercise.php

http://www.autoenglish.org/modalverbs/gr.might.i.htm

http://www.learnamericanenglishonline.com/Yellow%20Level/Yellow%20Level%20Quiz%207-%20%20perfect%20modal%20verbs.html

http://speakspeak.com/english-grammar-exercises/intermediate/modal-verbs-for-past-probability-must-have-cant-have-couldnt-have-may-have

http://www.perfect-english-grammar.com/could-have-should-have-would-have-exercise-1.html

Rephrasing modal verbs

http://mbonillo.xavierre.com/exercises/bch2/2bch2008/modalrph2bch1.htm

http://mbonillo.xavierre.com/exercises/bch2/2bch2008/modalrph2bch2.htm

http://alvarofronteacher.wikispaces.com/file/view/Modal+Verbs+Rephrasings.pdf

GERUNDS AND INFINITIVES

http://www.englishpage.com/gerunds/gerunds_infinitives_29.htm

http://www.englisch-hilfen.de/en/exercises_list/gerund_infinitiv.htm

http://www.englishpage.com/gerunds/

https://www.ego4u.com/en/cram-up/grammar/infinitive-gerund

http://www.perfect-english-grammar.com/gerunds-and-infinitives-exercise-1.html

http://www.perfect-english-grammar.com/gerunds-and-infinitives-exercise-2.html

http://www.perfect-english-grammar.com/gerunds-and-infinitives-exercise-3.html

http://www.learnenglishfeelgood.com/gerund-or-infinitive1.html

http://www.learnenglishfeelgood.com/gerund-or-infinitive2.html

http://www.learnenglishfeelgood.com/gerund-or-infinitive3.html

http://www.learnenglishfeelgood.com/gerund-or-infinitive4.html

http://www.agendaweb.org/verbs/infinitives-gerunds-english.html