martes, 1 de septiembre de 2015

ARTICLE ON STRESS

Read the following article on stress and examine the components that make up an article. Can you compare it with articles you have written yourselves?

Harvard Bomb Threat Hoax Highlights Students' Struggles With Finals Stress

martes, 18 de agosto de 2015

PREJUDICE AND VIOLENCE

UN ABORIGEN HABRIA RECIBIDO UNA PALIZA DE LA POLICIA EN AGUARAY: ESTA GRAVE



15-08-2015 - Es de la Misión Capiazutti. Se llama Gustavo Daniel Cuellar y tiene 38 años. Según la madre, los oficiales lo golpearon de manera salvaje y luego lo llevaron a la guardia del Hospital Juan Perón de Tartagal. Fue derivado de urgencia por las graves heridas al San Bernardo.
Gustavo Daniel Cuellar, un aborigen de la Misión Capiazutti, recibió una terrible paliza por parte de la Policía de Aguaray, que le produjo múltiples quebraduras en su maxilar y en el resto del cuerpo, y fue derivado de urgencia al Hospital San Bernardo.
Todo sucedió en horas de la tarde del domingo en Aguaray. El aborigen ese día había jugado un encuentro de veteranos junto a unos amigos. Luego bebieron alcohol, y fue ahí cuando los oficiales demoraron a Cuellar por una "supuesta contravención". La última vez que su familia había tomado contacto con él agredido fue a las 19. Al otro día, la madre recibió un llamado donde le informaban que su hijo, de 38 años, estaba internado en grave estado en Tartagal.
La señora viajó hacia ese nosocomio, el Juan Perón, para ver cómo estaba la situación de su hijo. El programa "El Margen" entrevistó a la madre del hombre y señaló: "Recién hoy a las 10 de la mañana -por el lunes- enteré que mi hijo estaba internado acá. El salió de casa a las 19 y fue el último contacto que tuvimos. Se juntó con un grupo de compañeros ya que juega en los veteranos. No sé si hubo pelea. El nunca fue detenido", señaló.
Luego el periodista entrevistó al médico de guardia del nosocomio tartagalense, quien le informó: "El paciente llegó a la madrugada, por la complejidad de las heridas lo vamos a derivar al Hospital San Bernardo de Salta. Tiene serios hematomas, múltiples fracturas en el maxilar, y en otras parte del cuerpo. Su estado es realmente delicado. Está grave. Decidimos derivarlo a Salta para que lo vea un neurólogo, un traumatólogo y un odontólogo. Por las heridas que tiene fue golpeado". Sobre si sabía qué le había pasado, el médico indicó: "No sabemos qué ocurrió. La investigación del caso está en manos de la Policía. Nosotros lo único que hacemos es avisar que el señor Cuellar ingresó al hospital con múltiples fracturas".
http://www.eltribuno.info/un-aborigen-habria-recibido-una-paliza-la-policia-aguaray-esta-grave-n600419http://www.eltribuno.info/un-aborigen-habria-recibido-una-paliza-la-policia-aguaray-esta-grave-n600419

PREJUDICE


Adolfo Pérez Esquivel and Nora Cortiñas joined the march (photo: Patricio Murphy)
Adolfo Pérez Esquivel and Nora Cortiñas joined the march (photo: Patricio Murphy)
Indigenous women marched yesterday from the Julio Roca monument, on Diagonal Sur and Perú, to Congress. There, they talked to a group of deputies about introducing a bill to create a ‘Council of Women for Good Living’.
Some 500 people participated in the First Indigenous Women’s March for Good Living. Thirty-six nations were represented, including the Mapuche, Wichí, Qom, Quechua, and Guaraní peoples. They were accompanied by Nobel Peace Prize laureate Adolfo Pérez Esquivel, Mother of Plaza de Mayo Nora Cortiñas, and writer Osvaldo Bayer, among others.
Once the march reached Congress, some 200 women were received by a group of deputies from different parties, to whom they gave a draft bill for the creation of a ‘Council of Women for Good Living’. The draft indicates that each indigenous nation must appoint “two councillors according to their ancestral philosophy” and that the Council should carry out a process of consultation, participation, and information “to elaborate and propose rules and policies to guarantee Good Living and to make it effective.”
“It is the first time in the 200 years the Argentine state has existed that us indigenous women have come to bring our word. Our proposal is for Good Living and we hope the Argentine people will wake up and follow our steps,” said Mapuche leader Moira Millán in an interview with Télam as the march approached Congress.
The deputies committed to putting forward the draft bill before Parliament.
Nilda Wayna Tusuy, a Quechua woman who participated in yesterday’s march, defined the indigenous concept of ‘Good Living’ as “balance and harmony, and it’s the opposite to what the capitalist system proposes, which is about living better individually, at the expense of the majority of people being worse off.”
“Good living implies, in the first place, not to live better at the expense of someone else being worse, and when I say someone else I mean human beings but also plants and animals; it’s about living with dignity, with harmony, it is inclusion, cultural and national diversity, it is considering that we are brothers and sisters,” said Tusuy.
The day’s activities finished with an evening festival and concert on a stage set up before Congress.
http://www.argentinaindependent.com/currentaffairs/newsfromargentina/indigenous-women-march-for-good-living/http://www.argentinaindependent.com/currentaffairs/newsfromargentina/indigenous-women-march-for-good-living/

lunes, 16 de marzo de 2015

LATEST NEWS 03/16/015


BHESDA KHURD, India — To begin to understand the hurdles Prime Minister Narendra Modi faces in building India into an economic powerhouse and reducing extreme poverty, the rural village of Bhesda Khurd, about 45 minutes from the western city of Udaipur, is a good place to start.
It is here where Rohit Nagda, a 29-year-old computer software engineer, lives with his wife, a would-be teacher studying for a master’s degree, and his family. Though he has a degree in computer science from a local university and spent a two-year stint as a commercial web developer that ended last year, Mr. Nagda is losing hope. He has been applying online for web jobs at companies in distant Mumbai, India’s financial center, but has yet to find work.
Seated next to him on a mat in front of the local Hindu temple was Shankar Donge, 26, who runs a small pharmacy near the Udaipur airport but would rather work for a big pharmaceutical company where the benefits are better. “To get a good job, you need to move out of the village, but it’s not talent that gets you big jobs but jack,” he says, meaning political influence or a bribe. He adds that “very often you have to pay people to make the call” just to get a job referral.
Two-thirds of India’s more than 1.2 billion people are under the age of 35. Nowhere is the demand for jobs more acute, and the obstacles more formidable, than in rural areas that are home to more than 70 percent of India’s population, including the 450 households in this village.
In many ways, Mr. Nagda and his friends, who also went to college or technical school, are better off than those who live on the poorer side of the village, a 10-minute drive away. Mr. Nagda’s father helps run the water department at Hindustan Zinc, a local mining company. Most of their neighbors are farmers, and some own cows and goats. Others pick up itinerant work as migrants in Udaipur, or even Gujarat, an eight-hour bus ride away. In their neighborhood, there is a portion of a paved road and minimal drainage and electricity, and some houses are made of concrete. A few have toilets.
In the poorer section where lower-caste families live, there is no water piped to houses, which are mostly made of mud, less electricity and no paved road. The fondest wish of Sarjan Bai Jogi, mother of six children and grandmother of eight, is a house where “you don’t get wet when it rains,” she said through an interpreter.
We met on the shore of a small lake where her family has lived and worked for 60 years. They survive, barely, on fishing and jobs as laborers, stone crushers and cement mixers. Her youngest son is the most educated; he finished seventh grade.
Photo
Sarjan Bai Jogi CreditCarol A. Giacomo/The New York Times
Among several dozen other women I met in this hamlet, only one went as high as eighth grade; only one young man had a college degree. He was earning money as a part-time wedding photographer because he couldn’t find work in his field. In recent years, the village public school expanded from eight grades to 10. For now, students who want to finish 11th and 12th grades must travel to Udaipur, a hardship for many families who can’t afford the expense and fear for their daughters’ safety.
The expansion of education has made a difference in nationwide literacy rates. While very few villagers over age 60 have any formal education, more than 90 percent of the younger generation are attending primary school, according to Anirudh Krishna, a Duke University professor who has been doing research in this region for a decade and traveled with me to this village. But going on to high school and college remains rare. Fewer than 7 percent of Indians (only 4.4 percent of young adults in rural areas) have a college education, and, as Mr. Nagda discovered, even that is no guarantee of success.
For all of India’s advancement — it has one of the world’s fastest-growing economies — fewer than 10 percent of workers have regular jobs with legal protections and social security benefits and as much as 5 percent of the population falls into poverty every year, Mr. Krishna said. Mr. Modi’s plans for economic growth rest largely on wooing foreign investment, making India a global manufacturing hub and developing a defense industry. And he has set ambitious goals, including building 40 million rural homes with toilets by 2022.
Economic expansion will mean millions of people moving from the countryside to the cities, as it has been in most countries, including China. But India is a nation of villages, with a population that has survived for decades on government handouts, without real opportunities for jobs or a way out of grinding poverty.
I asked the women of Bhesda Khurd if they thought a future Indian prime minister could come from their village. Mr. Modi, after all, rose to power from the lowly rung of a tea seller. “Yes,” one woman replied, “if there is education and hard work.”

miércoles, 15 de octubre de 2014

Guidelines text types mock 2014

Article
The term 'article' applies to a very wide range of styles and approaches. Clearly, it carries the notion of a journalistic discourse, but the context – which includes where it is to be published, and to whom it is to be addressed – will have a powerful influence on how it is written (see NB, below).
Basic Format
- Headline / title
- Sub-headline, summarising
- Byline (author, date, location)
- Short paragraphs (possibly)
- Sub-headings (possibly)
Approach
> 'Duty to inform' ? A defining element of any 'article' is that it sets out to inform – does the script actually tell people something?
> Precise nature of task ? Is the main purpose to :
Inform ? In which case, is the flow of information methodical and clear?
Discuss ? In which case, is there a reasonably balanced coverage of different points of view?
Give opinion ? In which case, is a clear point of view presented? And is it coherent / consistent?
> Opening & closing? Is the opening, in particular, attractive / attention-catching ?
> Address? Is there a sense of effective address to the public ?
NB A basic problem of the 'article' as a task is that articles appear in many contexts, and these contexts may define style and approach. Unless the question specifies publishing context very carefully, one should beware of jumping to conclusions – for instance, a 'school magazine' may be written in many different ways, from jokey / colloquial to formal / serious. Usually, accept any approach which is credible and consistent.
Blog/diary entry
A distinction: both text types typically present personal experience and comment, but a blog is more of a public statement, whereas a diary is more of a private reflection. Beyond that, there is a problem: are there conventions for the relatively new blog - or for the anarchically personal diary ?
Basic Format
- Heading : Blog - title (perhaps quirky, witty); Diary - date; or dates, if multiple entries ('Dear Diary' is unbelievable!)
- Conclusion : Blog - request for comment / responses from the readers ; Diary - nothing conventional (possibly something along the lines of "more tomorrow"?)
- Lucid paragraphing
(While one can think of real examples of both blogs and diaries which ignore basic paragraphing, students writing an exam script should be expected to show that they understand that sensible paragraphing aids clarity.)
Approach
> address : blogs set out to have regular readers, so are likely to have touches of direct address ("As you regular readers know ...") ... diaries have no similar convention, but the best examples give a sense of the writer conversing with himself / herself ("As usual, I'm thinking of..."; "Why do I always...")
> register : informality enriched with sophistication - if both text types are personal, some informality can be expected in register and rhetoric, but higher marks will go to exam scripts which combine colloquialism with dashes of complex phrasing and effects.
> organisation - What should govern the effective organisation of these text types?
- if a blog is a 'public statement', ideas can be expected to be organised to show some evident + consistent purpose
- even if a diary is a (more) private reflection, an exam script can still be expected to show a clear and organised flow of ideas. This may include :-
> control of narration – the diary is usually set to address a narrative of some sort, so effective explanation and control of the events is expected
> narration plus comment – what distinguishes the diary from other forms of narrative is that the diarist reflects on the events and draws personal conclusions.


Introduction to debate, speech, talk, presentation
This text type involves the written form of a discourse to be presented orally. The task may emphasise clear explanation (talk, presentation), or convincing argument (introduction to debate, speech).
Basic Format
- 'address' established : direct address to audience at the beginning
- 'address' maintained : use of the pronouns 'you' and 'we' to maintain direct links with the audience ? … and/or, how consistently?
- clear opening / introduction : statement of purpose
- appropriate closing / conclusion : summary of case / point
Approach
> 'MAP' Does the student aid the audience's understanding by giving an early summary, or 'map', of what is going to be said?
> lucid development: How clearly does the script present ideas in order to explain, and/or impress?
> cohesive devices: How clear is the use of sequence markers to guide the audience?
> opening & closing: How forcefully does the script catch the audience's attention at the beginning, and leave a clear impression at the end?
> rhetoric: To what extent, and how effectively, are common rhetorical techniques used? Such as – rhetorical question … references … metaphorical tropes … irony … exaggeration (understatement?) ... etc etc

Written correspondence
This group of text types involve writing directly to a specific reader – as opposed to the other text types, which all involve writing for a generalised or notional audience. The fundamental distinction between 'formal and 'informal' is that in the formal type the purpose of the letter is more important than the relationship with the reader, whereas in the informal type, the relationship between writer and reader is at least as important as the purpose.
Formal letter
Basic Format
- sender's address
- date
- opening/closing salutations ('Dear Mr/Ms ...' / 'Yours sincerely...' etc)
> register : nature of 'formal' tone - what address + attitude to the recipient is expressed ?
- recipient's address (very optional)
Approach
> relevance: How consistently is the text focused on the set task / purpose?
> development of explanation: How succinct + clear/forceful is the presentation of the ideas?
Materials & models
> Basic formal letter ... includes writing frame + imaginative example
> Senior citizen ... a somewhat ironic formal letter, involving a complaint - provides a model of structure + examples of formal phrasing + practice in understanding ironic phrasing
> The IB Threat ... the third handout 'Beard reply' contains an actual 'letter to the editor' responding to an attack against the teaching of the IB in the US
> Dam Beavers ... pretty challenging and sophisticated, but plays humourously with 'formal tone'
Informal letter
Expectations for Informal letters and for Emails are very similar – but it may be useful to look at the small but significant differences between the two sets of recommended features.
Basic Format
- date (or simply day: 'Saturday')
- opening/closing salutations (personal + friendly - 'Dear Joe ...' / 'All the best / A big kiss...' etc)
Approach
> 'address': To what extent is it clear that the email is addressed to a specific person? (Contrast with Email , below - less sense of 'dialogue' is expected since letters do not receive such rapid replies !)

> relevance & organisation: Contrast with Email: is it fair to say that written letters may be produced rather more slowly, and so with more consideration? If so, would require more careful attention to structure?
> focus on task: Since the question will always propose a task, does most of the message deal with the task? And if so, how effectively?
> control of digression: One key could be to assess whether the 'digressions' are purposeful or accidental – for instance, chatty asides, jokes, personal references (see concept of 'dialogue' under 'address', above) may actually indicate good control of attention.
> register: To what extent is there evidence that the candidate has command of a range of register - informal combined with formal … colloquial with sophisticated ? ('command' means 'moving deliberately from one register to another')
Materials & models
The e-spot ... contrasts informal-letter-on-paper with the email ... when does brevity (e.g. text messages) become a failure of communication? ..
Emails
The email is a relatively new form of text, and no generally-agreed codes of formal expectations have yet evolved – quite apart from the fact that there are vast variations in how the type is used in practice. That said, for marking purposes there are a few ground rules that can be advanced, based on a common-sense approach to the communicative function of the type.
The basis of the following suggested 'rules' is that any email produced in an English B exam will be produced in response to a question, and that question will always have a specific task – candidates will never be asked simply to produce idle chat.
Basic Format
- standard heading of 'from / to / date ...etc'
- informal opening and closing salutations (many and various)
Approach
> 'address': To what extent is it clear that the email is addressed to a specific person? This may be extended to include a sense of 'dialogue' – direct questions, comments which require an answer – since it is inherent in the email form that replies can be received very rapidly.
> focus on task – Since the question will always propose a task, does most of the message deal with the task? And if so, how effectively?
> control of digression - One key could be to assess whether the 'digressions' are purposeful or accidental – for instance, chatty asides, jokes, personal references (see concept of 'dialogue' under 'address', above) may actually indicate good control of attention, if handled clearly and with discipline.
> register: To what extent is there evidence that the candidate has command of a range of register - informal combined with formal … colloquial with sophisticated ? ('command' means 'moving deliberately from one register to another')


martes, 8 de julio de 2014

PAPER 2 WITH VIDEOS!!!!!!!!!! YOU JUST WATCH THE VIDEOS FOR THE STIMULUS YOU CHOOSE

English B (HL)- Paper 2- SECTION B
The student writes a reasoned argument in the form of a response to a stimulus text dealing with a topic linked to the core. The text could be a news report or a comment by a public figure. The response should engage with details of the text in order to develop some coherent discussion of the topic area, which is informed by what has been learned during the study of the core. There is no prescribed answer—what is assessed is the student’s ability to express his or her reflection on, or personal response to, the stimulus.

Criterion A: Language ....../10
• How effectively and accurately does the student use language?
Failure to write the minimum number of words will result in a 1-mark penalty.

Criterion B: Argument  ....../10
• How skillfully does the student develop ideas?
• How clear and convincing is the argument?
• To what extent does the student react to the stimulus


Based on one of the following stimulus, give a written response and justify it. Choose any text type. Write 150 to 250 words.

1. “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. Nelson Mandela 
2. “Whoever controls the media, controls the mind.
Jim Morrison 
3. “
There is nothing noble in being superior to your fellow men—true nobility is being superior to your former self.” Anonymous

4.  “What happens in Vegas stays in Vegas; what happens on Twitter stay on Google forever!” Jure Klepic

1. English B (HL)- Paper 2- SECTION B
The student writes a reasoned argument in the form of a response to a stimulus text dealing with a topic linked to the core. The text could be a news report or a comment by a public figure. The response should engage with details of the text in order to develop some coherent discussion of the topic area, which is informed by what has been learned during the study of the core. There is no prescribed answer—what is assessed is the student’s ability to express his or her reflection on, or personal response to, the stimulus.

Criterion A: Language ....../10
• How effectively and accurately does the student use language?
Failure to write the minimum number of words will result in a 1-mark penalty.

Criterion B: Argument  ....../10
• How skillfully does the student develop ideas?
• How clear and convincing is the argument?
• To what extent does the student react to the stimulus


Based on one of the following stimulus, give a written response and justify it. Choose any text type. Write 150 to 250 words.

1. “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. Nelson Mandela 
2. “Whoever controls the media, controls the mind.
Jim Morrison 
3. “
There is nothing noble in being superior to your fellow men—true nobility is being superior to your former self.” Anonymous
4.  “What happens in Vegas stays in Vegas; what happens on Twitter stay on Google forever!” Jure Klepic


1. https://www.youtube.com/watch?v=HnPKzZzSClM

https://www.youtube.com/watch?v=q1HmUm2AOdw

https://www.youtube.com/watch?v=saSSlSQwlwg

2. https://www.youtube.com/watch?v=JZWT45-00XI

https://www.youtube.com/watch?v=0hxMaAAmaX0

3: https://www.youtube.com/watch?v=qp0HIF3SfI4

4. https://www.youtube.com/watch?v=TnLp53zCpyo

https://www.youtube.com/watch?v=6d7UYDFaWGs

https://www.youtube.com/watch?v=gNxVRnr8kIQ



miércoles, 26 de marzo de 2014

DESCRIBING PICTURES


At the top left                                                                                                                      At the top right



hand corner                                                                                                                               hand corner
                                                                            X  At the top
   
                                                                      X  In the background                     


X On the left                                                         XIn the centre                                     X On the right

In the foreground                            

                                                                           
                                                                         At the bottom 






                                                                          




 
a


At the bottom                                                                                                                       At the bottom
Left-hand corner                                                                                                             right-hand corner

Expressions in English to describe pictures:

In picture A/B,   I can see…….
In picture A/B,   there is/are….
In the picture,  I can see….. / there is/are….
In the centre,   there is/are …..
On the right/left, there is/are…
At the top, I can see…..  / There is/are….
At the bottom, …….   /   
In the foreground    (parte central delantera  ó a primera vista abajo en la foto),  There is/are….
In the background  ( fondo o paisaje, arriba en el centro),,  I  can see….
At the top left/right –hand corner,  there is/are   (esquina o parte superior izquierda/derecha ),   I can see…
At the bottom left/right-hand corner,  (esquina o parte inferior izquierda/derecha), there is/are…

About people in the pictures:
·         Where you can see them in the picture
·         Talk about there age:   The man/woman/boy/girl  is about 10,12,40 years old
                                                       I think He/She is  in her 20’s, 30’s, 40’s, …..
·         If they are sitting or standing
·         Their job/profession:  He is a policeman/fireman/actor-actress/teacher/pupils/doctor...  and what they are doing in the picture
·         Physical description:  He/She is tall/short/slim/fat/well-built…
·         He/She has got long/short hair / straight/curly hair / brown hair/ Blond hair/  He/She is bald (calvo)  … /  He’s got a beard/moustache  
·         Clothes:  He/She is wearing  warm clothes / sport clothes/ He is wearing a suit / She is wearing a smart dress / He has a red/green jumper/coat, yellow/blue socks/shoes….

About Objects/Things:

·         What it is and what you can use it for:  a musical instrument, a TV, a sharpener, eraser, rubber, a spoon, a knife….
·         Where it is  in the picture:  at the top, at the bottom, on the left/right…..
·         Size:  big, small, long, narrow, wide
·         Colour:  red, green, blue, …
·         Opinion:  awful, nice, pretty, cool,….
·         Is someone in  the picture taking, catching or using it?.... Is it in someone’s right or left hand?...

About the picture itself:
·         Say who think took the picture and why if posible
·         Where the picture is from, country, city,  town, village… 
·         Was the picture taken in the morning/afternoon/night?
·         What kind of place is it? … Monument, famous street, avenue, Museum, school, library, a house, what kind of house,….. 

Say as much as you can about the picture itself, from the concrete and particular that you find in the picture and relate it to your personal life. For example, if it is a picture of Paris, London or any place, say if you have already been there and if not, if you would like to go there, why or why not.

Remember  too, once you have described the picture and all its elements, things, people,  tell how the picture is connected to your personal life and experience. This is very important!!!



Note:    IMPORTANT TO REMEMBER:
When we are describing people or things in English, if we are not fully sure about something regarding the person or object that we are talking about, it is always better to add probability to what you say about that person/object. Example:
DON’T   SAY:   The man on the left is 35 years old (you don’t know this by just looking at him in the picture unless you know the person of course because it is a relative of yours)

SAY THIS:  I think the man on the left is about/around 35 years old     or
                   Probably he/she is  on his/her 20’s, 30’s…


This is very important to bear on mind because you can not say something is this or that when you are not completely sure. Remember, add probability or say it is what you think about the person or object and why you think so.