2BAC: CORONAVIRUS LOCKDOWN TASKS (until 19th April 2020)

Dear 2nd Bachillerato students,

Here is my proposal for these days. Organize your time and do your best! These are the tasks for Unit 5: Travel and Holidays. As we still don't know how long we'll be out of school, if it takes longer, pay attention to your mail/blog as the activities for Unit 6 will be posted if needed. Spread the word among your classmates. 

GOOGLE CLASSROOM: set your google classroom in the Drive of your educand.ad account as we, teachers, are asked to use this resource to follow your academic evolution during this period.  I will send you the PASSWORD to join the class. Just in case, I'll ask you to upload your work both on Google Classroom and your shared Drive folder we were using so far (which for most of you is using your own personal Gmail account).

Thanks.

PS. CHALLENGE: play and learn with this free app on your phone or laptop to keep up with your level of English! You can comment on your progress ;) https://es.duolingo.com/

NOTE: When you send your work (and screenshots of results in the activities) to your Drive, name it accordingly (e.g. 2.READING BOOK).

2BAC Suggested calendar: 

Monday	Tuesday	Wednesday	Thursday	Friday
Activity 1 (project) and 2 (reading Aimal Farm) to be done during these days and Easter. Read at your own pace! Challenge: Duolingo 15 minutes a day!
16 Reading	17 Reading	18 Activity 3: Listening	19	20 Activity 4: Speaking
23 Activity 5A	24 Activity 5B	25 Activity 6.GR	26	27 Activity 6.VOC
30 Activity 1+2	31 Activity 1+2	1 Activity 1+2	2	3

1-PROJECT. a) Group project   b) Individual task

a) Finish your health campaign (teamwork). As the final product must be a video/audio/poster/infographic, feel free to send it to this email. For large documents, you can use WeTransfer. Just a reminder, your mission is to design a PREVENTION campaign.

Groups and topics:

Drugs	Marihuana	STD (ETS)	Lice	Coronavirus	TB
David Diego  Inés	Joao Lisa Jasmin	Javier Elise Valèria	Sofía Nayid Laia	Bea Mariana Anna	Louis Mariel Daniel A.

You can change your topic as long as you all agree on a new topic.

Steps:

1.       Explain the problem, causes-consequences, solutions.

2.       Design your campaign: target audience (kids, teachers, ESO students?), message (visual and textual) and channel (video, audio, PowerPoint, poster...)

3.       Oral presentation (when we come back)

Have a look for ideas on advertising: http://zoomenglish.blogspot.com/2020/02/2bac-subliminal-ads.html

Project: campaign	2	1.5	1	0.5	0
Accuracy Spelling and grammar are...	Excellent	Very good	Average	Improvable	Poor
Fluency Connectors and structure are...	Excellent	Very good	Average	Improvable	Poor
Content Ideas/tips and  info given are...	Excellent	Very good	Average	Improvable	Poor
Presentation Fluency, pronunciation and body language are...	Excellent	Very good	Average	Improvable	Poor
Final product Is convincing, motivating and adapted to the audience	Excellent	Very good	Average	Improvable	Poor

b) INDIVIDUAL TASK: analyze a campaign that has already been published of your topic from the point of view of the communication process.

Example: https://www.youtube.com/watch?v=lx4bWN4eNM0

• Context: 1990, high school changing rooms and gym. The headteacher finds a preservative and wants to know whose this is in an accusing mood. A student says it's his, followed by the rest of his classmates.
• Sender: Ministerio de Sanidad y Consumo de España (Spanish Ministry of Health and Consume)
• Message: Text: Póntelo. Pónselo. Image: a condom.
• Code (to encode and decode): Spanish.
• Channel (medium): audiovisual (TV ad).
• Receiver: young people.

You can comment on the tone of the ad (informative, funny, serious, sarcastic, ironic, dramatic...) and the purpose (connecting with the audience...). Also the noise (the quality of the image in the link is not very high).

Furthermore, you have to include a personal report INDIVIDUALLY explaining, as a personal diary/log:

• the communication circuit of your campaign;
• what you have done in the campaign;
• how you have worked in the team;
• and what you have learnt about the experience.

2-READING. You will have the Study Guide for Animal Farm (attached in an email and in Goggle Classroom).Try to answer the multiple-choice answers for each chapter: the questions of the exam will come from there! Have a look to the contextual pages too (Russian Revolution, manipulation of photos...). Explanation below, at the end of the post (just in case).

3-LISTENING: https://www.examenglish.com/B1/b1_listening_transport.htm

Listen to these announcements and answer the questions.

4-SPEAKING. Listen to a travel podcast of your choice. Then, prepare and record an audio giving tips to young people about a destination of your choice. As you will see, a podcast must include some music, it might include sound effects and it is important to modulate the rhythm, pauses, and intonation. I will attach 2 examples from last year students to have an idea: Selena's did it individually, Dani and Luis did in couple. Duration: from 1 to 5 minutes. You can work in pairs (virtually though!... given our current situation).

https://www.wanderlust.co.uk/content/top-travel-podcasts-you-need-to-listen-to/

Podcast	2	1.5	1	0.5	0
Pronunciation Level of diction and intonation are...	Excellent	Very good	Average	Improvable	Poor
Fluency Pauses, rhythm,  connectors are...	Excellent	Very good	Average	Improvable	Poor
Accuracy Spelling, agreement, tenses...	Excellent	Very good	Average	Improvable	Poor
Content Ideas/tips, lexicon, phrasals and  info given are...	Excellent	Very good	Average	Improvable	Poor
Music/effects Sound elements like music/FX are...	Excellent	Very good	Average	Improvable	Poor

Tool:  You can use: https://www.soundtrap.com/edu/?lang=es
Audio format: .mp3 if possible. 
Audacity is another one of the multiple tools you can use to edit your podcast (even with your phone!). To add music and FX have a look to step 9 here (the rest of steps can help you use this free software): https://podcasts.ceu.edu/how-edit-your-podcast-audacity-step-step-guide

5-WRITING. You have to write 2 compositions.

a) A travel experience. 120-150 words. 

Follow the tips. https://www.myenglishpages.com/site_php_files/writing-personal-experience-essay.php

b) A formal hotel reservation. Follow the example.

https://www.myenglishpages.com/site_php_files/writing-email-to-hotel-manager.php  

Have a look to these examples and feel free to participate in the forum: https://learnenglishteens.britishcouncil.org/magazine/life-around-world/why-it-important-travel

More: https://learnenglishteens.britishcouncil.org/topics/holidays/term

6-BOOK. GRAMMAR + VOCABULARY. UNIT 5 is about Travel, and the grammar is about Reported Speech. Have a look at the student's book and complete the exercises on your Workbook. I will provide you the answers. Many might have your books at school, in your lockers. Don't panic.... keep reading!

GRAMMAR:

FLIPPED CLASSROOM (online): Here you have the theory and some exercises to drill. Copy the table of reported speech on your notebooks.

Theory: https://www.myenglishpages.com/site_php_files/grammar-lesson-reported-speech.php 

Exercises: https://www.myenglishpages.com/site_php_files/grammar-exercise-reported-speech.php 

Exercises (different levels): https://agendaweb.org/verbs/reported_speech-exercises.html

VOCABULARY: https://www.ieltsspeaking.co.uk/ielts-holiday-vocabulary/  

Make sure you get the meaning of these expressions. E.g. off the beaten track, tourist trap... Choose 10 and write a paragraph using them in context.

Good luck. May the force be with you!

EXTRA: https://learnenglishteens.britishcouncil.org/topics/holidays/term

READING TASK: in case you can't access the task by other means.

Mission: attach a Word document with the following answers according to the pages of the Study Guide. 

1. Invent a title for each chapter 
2. Read contextual pages 5, 31, 33, 34. How can you relate these to actual regimes? (i.e. North Korea...)? And to our time and the era of post-truth? Provide examples.
3. Read page 38. What type of revolutions are there? (E.g. compare Algiers and India in the decolonization process). What revolutions have appeared in the 21st century? Choose one and mention (Arab Spring, Whatsapp Revolution in Lebanon, Orange Revolution, Cauliflower revolution...): what is the starting action and ignites the revolution? Where does it happen? What changes do they want? How did it end up?
4. In two columns, complete the comparison provided on page 38: life at the farm during Napoleon's regime for the pigs and for the rest of the animals.
5. Read pages 44 and 45 and reflect on these questions and how much you had to infer as a reader. After your reflection, try to predict how the story will end. Finally, write your opinion as a reader explaining: 
a) an example of inference you made throughout the story; 
b) what was your prediction about the end of the story and what you really found; 
c) a character or passage that made an impression on you and why; 
c) how do you feel after reading the end of the novel (do you find it uplifting, depressing, cynical)? 
d) what is the lesson we can learn.

EXTRA: Read Althusser's quotes and information: what characters and elements represent the RSA (repressive state apparatus)? And the ISA (ideological state apparatus: propaganda, education...)?

RELAX & COPE WITH ANXIETY: if you want to relax, why don't you try a meditation session? Plenty to choose from here to deal with anxiety or streess: https://insighttimer.com/