TP: ¿Cómo Hablamos?

En nuestra clase de lengua, hicimos un proyecto acerca de cómo hablamos. Este consistía en entrevistar a un total de 12 personas de cualquier edad y sexo para identificar el uso correcto de la gramática. Con Martina Ibarbia, Gonzalo Criniti y Juana Perez Muniz, les hicimos preguntas específicas con el fin de hacer que los entrevistados usen los aspectos que nosotros queríamos analizar. Estos fueron los siguientes:

  • Chequear el uso correcto del adverbio antes de un adjetivo femenino
  • Chequear el uso correcto de la 2º persona singular del pretérito perfecto simple
  • Chequear el uso correcto del adjetivo ordinal antes de un sustantivo femenino

Una vez ya hechas las entrevistas, examinamos los resultados. Hicimos una presentación basada en la información analizada en el previo excel. ¡Esperamos que disfruten de esta experiencia tanto como nosotros lo hicimos al realizarla!

 

 

 

Publicado en 3AC2017, lengua | Deja un comentario

I’m Malala drawing

For ower language class me had to do drawings representing the some events that took place on the chapters we had read. I did it with Silvestre Braun.

 

Dead soldiers: A dead soldier lying on the street that had been killed by a Talib through the night and people passing by turning a blind eye on him because he has a note on top of him which generate tronce on people.

TV: In this a drawing we see Malala hiding a T.V in her drawer because the Talibans were patrolling all around the city looking for radios, TVs, etc so the could burn them.

Entering of the Taliban’s: In this drawing, it’s represented the entering of the Taliban’s into Malala’s valley dressed all in black with firearms.

Publicado en 3AC2017, language | Deja un comentario

Trabajo Practico de Formación Etica y Ciudadana

En la materia Formación Ética y Ciudadana teníamos como consigna  hacer un grupo de tres integrantes y responder algunas preguntas. Para este practico utilizamos el capitulo 9 del libro y algunas paginas para sacar información. Todas las fuentes va a estar a continuación.

Fecha de entrega: 14/10/2017

Grupo: Lola Villegas, Flor Clas y Federika Marty (yo)

Profesora: Maria Laura Nasjleti

Consignas:

  1. Señala sobre un mapa de la ciudad de Buenos Aires los edificios que representan los tres poderes públicos del Estado Nacional Argentino
  2. Gráfica en el mapa los edificios que representan los tres poderes del Estado del gobierno de la Ciudad Autónoma de Buenos Aires. 
  3. Caracteriza cada uno de ellos, en cuanto a su valor edilicio y las características de sus funciones.
  4. Observa el plano y trata de establecer relaciones de la planificación y ubicación de los edificios de gobierno.
    1. Analiza la cantidad de edificios en torno a la plaza de Mayo
    2. ¿Que poderes se ven reflejados? ¿Cual tiene mas fuerza?¿por qué?
    3. ¿Cómo se llaman las avenidas en torno a la Plaza de Mayo? ¿Que representan? ¿por qué se habrá elegido esos nombres?
    4. ¿Que otros edificios figuran dentro del área del casco histórico, mas alejado de la Plaza de Mayo y cómo se vinculan? Argumenta.
    5. Hay edificios fuera del casco histórico? ¿Cuál? ¿Por qué?
  5. Visita y entra en uno de ellos y sacate una foto!! (Ojo!! no se tomara el Palacio Legislativo del PL de la Nación, porque ya se hizo la visita educativa con el colegio, durante el primer trimestre). adjunta un epígrafe explicativo a la foto.
  6. Señala que elementos te facilitó el práctico para comprender el modelo de organización del Estado Argentino y el gobierno de CABA. Argumenta.

 

RESPUESTAS:

Trabajo Práctico de Civica – Federika Marty, Lola Villegas & Flor Claps (1)

 

1) El primer punto que muestra el mapa es el Congreso, que representa el Poder Legislativo del Estado Nacional Argentino. Este poder es ejercido en la República Argentina por el Congreso Nacional, que está compuesto por dos cámaras: la de Diputados y la de Senadores. Su función es la deliberación y sanción de leyes que tengan en cuenta el bien común de todos los habitantes, para lo cual pueden también modificar la legislación preexistente.

El segundo punto que muestra el mapa es la Casa Rosada, que representa el Poder Ejecutivo del Estado Nacional Argentino. La función del poder Ejecutivo está relacionada con la ejecución de la ley que sanciona el Poder Legislativo.

El tercer punto es la Corte Suprema de la Nación, que se encuentra en el Palacio de la Justicia, y representa el Poder Judicial del Estado Nacional Argentino.  Su función está relacionada con hacer cumplir las leyes ejecutadas y respetar los derecho de los habitantes.

(Podemos encontrar información más concreta sobres sus funciones en el link que siguehttp://www.pj.gov.py/contenido/14-funciones/14)

 

 

2)El primer punto que muestra el mapa es el Palacio de la Legislatura de la Ciudad, que representa el Poder Legislativo de la Ciudad Autónoma de Buenos Aires.

El segundo punto que muestra el mapa es el Palacio del Gobierno de la Ciudad, que representa el Poder Ejecutivo de la Ciudad Autónoma de Buenos Aires.

El último punto que muestra el mapa es el Palacio de la Justicia, Consejo de la Magistratura y por último Corte Suprema  que representa el poder Judicial de la Ciudad Autónoma de Buenos Aires.

 

Fuentes:

 

Publicado en 3AC2017, ed.civica | Deja un comentario

Lord of the flies booktube

Publicado en 3AC2017, writing & oral | Deja un comentario

Historia

Liga unitaria
¿Cuando? 1829-1835
¿Donde?
Noroeste de Argentina: Córdoba, Catamarca, San Luis ,Mendoza y La Rioja, Santiago del Estero, San Juan, Salta y Tucuman
¿Quien, Quienes?
Facundo Quiroga, José María Paz,
Causas
querían convocar un nuevo Congreso Constituyente y sancionar una constitución nacional. También decidió entregar el mando de los ejércitos unitarios a Paz y desautorizar a Buenos Aires. Organizar las filas federales.Oponerse a los federales.
Consecuencias
Batalla de la Tablada- Junio 1929
Combate de Oncativo-1830
Pactos/Leyes/constitución
no hay
Federica Marty y Benjamín Mayol

 

 

https://docs.google.com/file/d/0B2FQaGvJC55USkFOTXdFTHpHdzQ/edit?usp=docslist_api&filetype=msword

 

 

Publicado en 3AC2017, historia | Deja un comentario

Trabajo Práctico del cruze de los andes: Paso de Guana

Para la materia historia, tuvimos que hacer una amaqueta imitando a uno de los pasos sanmartinianos, luego buscar información sobre el. Por último hizimos un video basado en este paso( el paso 5) . Este trabajo se hizo en grupos. En mi grupo eramos; Ignacio Maestro Malek, Juana Perez Muñiz, Milagros Montanelli y Federika Marty (yo).

Video:

Paso: “Paso de Guana”
Integrantes: Ignacio Maestro Malek, Milagros Montanelli, Federica Marty y Juana Pérez Muñiz
Fecha de entrega: 29 de Agosto
Colegio: Las Cumbres
Curso: 3er año

Preguntas:

https://www.slideshare.net/mobile/jperezmuniz/andes-79234031?ref=http://juanaperezmuniz.cumbresblogs.com/

Publicado en 3AC2017, Essay writings, historia | 1 comentario

Online test 25/08

A new and extreme tourist attraction………has just exploded………..(just explode) on to the scene in

Iceland: Volcano Walking. It would appear, according to Trip Advisor, that

this is one trip that cannot be missed, despite the extortionate cost.

The idea of making Thrihnukagigur volcano accessible was the brainchild

of Ami B. Stefansson, a doctor in Reykjavik and a lifelong cave enthusiast.

He ……………Has been studying …………………..(study) caves in Iceland since 1954 and some would argue

that there is no-one who has more experience. Thrihnukagigur has always

been special to Stefansson ever since he was the first to descend down to

the crater base in 1974. Like most people who experience it, he was utterly

spellbound by its uniqueness and beauty and made it his mission to

protect and preserve this stunning natural phenomenon. Unlike others

who may have only seen the profit that could be made from walking into

the mouth of a volcano, Stefansson ………believes…………(believe)   that the primary focus was

to treat such a grand natural wonder with the utmost respect, to protect

and defend it. The first ‘volcano tourists’ entered the volcano in 2005 and

it has since been labelled as one of the most unique tourist attractions in

the world.

Volcano walkers ………are taken……….(take)to the mouth of the crater from where they

are lowered in a basket into the depths of the earth. People once thought

that volcanoes were portals to Hell and associated with death and destruction

and yet the entrance to the crater is awe-inspiring and almost

ethereal. The vastness of it can feel overwhelming; it is the size of a cathedral

and the Statue of Liberty could easily fit into the shaft. After 6

minutes and 120 metres, visitors arrive at the crater base. The ground

space is the size of three full-sized basketball courts placed next to each.

Practice Paper: Text A (pt2)

At the bottom there is a reverent hush. People whisper in respect to the

sleeping giant who has lain dormant for 4,000 years. The subterranean

walls are scorched with colours from a divine palette: magenta red, vibrant

purple, burnt orange, vivid green and honey yellow. The colour intensifies

in certain places where 4000 years ago the magma was pushed

out with brutal force. This is Mother Nature’s secret place, her private art

studio where visitors feel like trespassers. The protruding rock faces show

a tapestry of patterns and formations that have been moulded by heat,

pressure and time. Floodlights illuminate the walls and draw attention to

the beauty humans were never intended to see. A light rain weeps from

the porous rock above and covers the crater sides with a shine that makes

it sparkle. The scorch marks………can be seen……..(can see) close up – at one point in time

these rock faces were glowing red with fiery heat. This giant, although

sleeping, is still dangerous: an 80-metre drop into the void is disguised by

a collection of rocks close to where visitors stand.

If I hadn’t visited Mary last week, I would have missed her party

If I could help Sue, I will surely do so

You need to study more if you want to pass the exam Why don’t you go to the doctor if you are not feeling well?

Suppose you had the chance of moving abroad, would you do so?

Jack can lend you the money as long as you give it back to him

I wish I was taller. I would love to work as a model.

I wish you stop smoking. It’s bad for your health.

Re-read the descriptions of:
(a) The volcano in paragraph 3, beginning, “Volcano
walkers… ”
(b) The crater in paragraph 4 , beginning, “At the
bottom…”
Select four powerful words or phrases from each paragraph.
Your choices should include imagery. Explain
how each word or phrase selected is used effectively
in context.
Write about 100 to 150 words

Explain the meaning of the words in bold. Use synonyms to explain them.

(a) “whisper”: In this paragraph the imagery “whisper” is trying to show the tourists’ reaction to the volcano , because of its size. Also they admire this natural resourse that has more than 4,000 years. The importance of this imagery is to help the reader to feel what the narrator is trying to express.

“scorched”: This word is used to describe the volcanos. This is a sight imagery because it is describing the volcano and its colours.

“brutal force”: Referees to the power the volcano has, this is an tactile imagery.

“Floodlights illuminate the walls”: Floodlight is a word that means power of light. This is a sight imagery.

(b)

“Tapestry of patterns”: It suggests that many different colors the volcano has.

“moulded ”   This word is connected to an artistic meaning, it makes reference to a decorative moulding.

“sparkle”:  This word makes reference to  light and fire. This is sight imagery.

“glowing red ”: linked to sight imagery. Connected to the the power of fire’s light.

 

extortionate: To obtain something from someone by using force or threats.

blackmail

spellbound:  Hold the complete attention of someone.

captivating

Unlike: Different from.

contrary to you, I’m a good dancer”

awe-inspiring: great respect or admiration

“Her knowledge of computers is quite admirable”

overwhelming: Very great or very large.

“This view is formidable”

dormant: normal physical functions suspended or slowed down for a priod of time.

asleep

soul-enriching: deep and careful thought about your feelings, especially in relation to a moral problem or decision.

fulfillment of soul

depth”

Writing Task:

The two main characters from ‘Face’ and ‘More than just the decease’ have a noticeable thing in common, they both  have something that makes them feel uncomfortable in front of other people. They have to deal with nosy people staring at them because of their differences.They try to be who they are instead of caring about what people think about them. They both have to struggle to maintain their confidence and not to become a prune or nosy person. Although in the past they themselves have been narrow minded, this doesn’t easy the pain they feel when they are discriminated. If they hadn’t been so judged by people, they would have not suffered so much.

Publicado en 3AC2017, language | Deja un comentario

Short story

On our language class we did a short story for kids. I did it with Jeronimo Leguizamon.

The Fires of the End of the World

 

 

This is the old story about the olympic torch…

During the Olympic Games, in 700 BC. In Greece, the torch was supposed to be lit. But when they tried to turn it on, nothing happened. The people, became very nervous. The king called the best wizard in the world to light it, but he never succeeded.
Finally, another wizard, Lennon said: “The torch can only be lit with the fires of the end of the world.” When the king heard this, he decided to send the strongest and most courageous man of all Greece to the end of the world with the Olympic torch. His objective was to come back with the lit torch, this man was called Usain, Usain Bolt.
Usain left very early and crossed many seas, oceans, castles, dungeons and dangers, but he definitely arrived to the land of the end of the world. There he saw giant fires and monsters. He fought with all of them and he could lit the torch. One morning, people in greece saw a man that was running with the torch lit on his hand, this was Usain. At the moment that he gave the torch to the king, he died because of a big wound that a wolf made to him. From that moment he was taken as a hero and the Olympic Games could be celebrated. He became the greatest figure of the olympic games.

 

 

by: Federica Marty and Jeronimo Leguizamon

 

Publicado en 3AC2017, language | Deja un comentario

Poem

In our language class, we had to do a poem in pairs based on the topics Face deal with. I did ir with Lola.

Publicado en 3AC2017, writing & oral | Deja un comentario

Tp Formación ética y ciudadana

En nuestra clase de formación ética y ciudadana hicimos un trabajo practico en parejas. Yo lo hice con Ignacio Maestro y Vignesh Manwani.

Tpcivica306

Publicado en 3AC2017, ed.civica | Deja un comentario