Guy Fawkes

 Trailer 

 Remember, remember the Fifth of November,
The Gunpowder Treason and Plot,
I know of no reason
Why the Gunpowder Treason
Should ever be forgot.

Who was Guy Fawkes? What was The Gunpowder Plot? What celebrations are still held in Britain to remember that event? Click on the following links and find out.

A. Read the first 4 paragraphs in the following link and answer the questions below.
Disillusionment
1. Who was ruling the country when the plot took place? Who had been the previous ruler? How long had she ruled? Who was the new ruler's mother?

2. How were the Catholics treated in this period? Why did they think things would change with the new king?

B. Click on the following link to answer the questions below.
The Plot
1. What did they plan to do? How would they carry out the plan?
2. Why was the plot discovered? Explain the details in a paragraph.

3. Explain the details why it is thought the plotters might have been framed.
4. What happened to the plotters?

C. Click on the following link to find out more about the celebrations today.
The legacy
1. What legacy have Guy Fawkes and the Gunpowder Plot left?
2. Why is the 5th of November called Bonfire Night?
3. What do people (children) do on that night?

Video 1         Video 2

BBC RECREATION    The Plotters      The letter

VOCABULARY TO LEARN

 rule/ruler- gobernar (gobernante)

disillusionment- desilusión

treachery- treason

lease (rent) a cellar

carry out a plan- llevar a cabo

blow up- hacer estallar

House of Lords /House of Common (Houses of Parliament)
MP-Member of Parliament

underneat- under

dig a tunnel-cavar

gather 36 barrels of gunpowder- reunir

fuse- mecha

uprising/rising- alzamiento

have second thoughts- pensárselo de nuevo

sting operation / frame-up - emboscada

pursue-prosecute- perseguir

fabricate-invent

traitor

mastermind-leader-planner

recruit- reclutar

betray/betrayal- traicionar/traición
distrust-desconfiar

siege-asedio

imprison-imprisonment-apresar/prisión

red-handed-con las manos en la masa

effigy-figure

resemble-look like

firework display-exhibición de fuegos artificiales

bonfire-hoguera

legacy-legado

plotter/conspirator
Flee-(Fled/Fled)- Escape

Kahoot

Link

Solutions Reason and Result

ACTIVITY ONE: CHOOSE THE CORRECT LINK WORD

1. (Due to/as) it was raining heavily, we left early.
2. (Owing to/because) the bad weather, the match began late.
3. A fight started (As a result/so), several people were taken to hospital.
4. The boy failed his exam (because/because of) his illness.
5. She parked on a busy narrow bridge; (consequently/owing to) , she was fined £ 50.
6. They gave him a medal (since/because of) his bravery.
7. We got a taxi (because/because of) we were late.

ACTIVITY TWO:REWRITE THE SENTENCES USING THE CONNECTOR GIVEN

1.He had witnessed the crime; therefore, he was expected to give evidence in the court. (Therefore).
2. Because of my interest to see what would happen, I stayed till the end of the meeting. (Because of).
3. Due to the persistent fog, the rescue team decided not to carry out the search.(due to).
4.His car broke down; thus, he was very angry. (thus)
5.The bank was unable to lend him any money at that time; as a consequence, he had to put off buying a house(as a consequence ).
6. The bank refused to grant us a loan since we had no security.(since).
7. Since I had no idea how it worked, I had to ask for help ( Since)
8. I can’t meet you tomorrow because I have other commitments ( because)
9. The boat couldn’t put to sea because of the strong wind. ( because of)
10. She couldn’t complete the work due to her illness. (due to)
11. I can’t print out the letter because my computer isn’t working. ( because)
12. Since you have finished your homework, you can help me to make dinner(since)
13. As you are my best friend, I will lend you my bike.(As)
14. His lateness was due to the heavy traffic on the motorcycle.
He was late because there was heavy traffic….
There was heavy traffic…; as a result, he was late.
He was late because of the heavy traffic….
Since there was heavy traffic…., he was late.
There was heavy traffic; therefore, he was late.(Because-as a result-because of –since-therefore).
15. Due to driving at high speed, accidents were very common that weekend.
(Because of driving at high speed, ….
People drove at high speed; as a consequence, accidents were very common….
16. He did not understand, so he asked the teacher to explain.
He didn’t understand; as a result, he asked…
Since he didn’t understand, he asked….
He asked….. because he didn’t understand….
He didn’t understand…..; therefore, he asked…..
He didn’t understand; that is why he asked….

Ghostly places in Britain

TASK: 
1. Find out about a haunted place in Great Britain.
2. Create a PPT (Speaking)
3. Prepare your writing exam.

1. You will be given some links to an old castle which is supposed to be haunted. Visit the websites and find out the following information:

- Where is the place?

- What is the place like?
- Give a brief history of the place.
- Briefly summarize what ghosts the place has. What had happened to them?

(Use around 300 words to complete the report about the place)

2. Thursday 21st: Prepare a short ppt to talk in class for about 3 minutes about your haunted castle.

2. Monday 25th: Preparing your writing test.
Use the information you have found out about your haunted castle to prepare your writing test. Also revise vocabulary describing a spooky place/situation and connectors of sequence.

Your writing should have:
-An introduction with background information.
-Events.
-End of story (try to include a twist)
-Don't forget to use vocabulary, adjectives, etc to describe the atmosphere.

Remember a good ghost story needs a sinister

atmosphere!!

1. Glamis Castle

http://www.visitdunkeld.com/glamis-castle.htm

http://www.mysteriousbritain.co.uk/featured-sites/glamis-castle/

2. Blickling Hall

http://myths.e2bn.org/mythsandlegends/textonly17-the-headless-ghosts-of-blickling-hall.html

https://www.hauntedrooms.co.uk/anne-boleyn-ghost-sightings-pictures

3. Tower of London

https://www.hauntedrooms.co.uk/the-tower-of-london-ghosts

http://www.mysteriousbritain.co.uk/featured-sites/the-tower-of-london/

4. Hampton Court Palace

https://www.hrp.org.uk/hampton-court-palace/history-and-stories/historic-hauntings-at-hampton-court-palace/#gs.ge9m3o

https://www.hauntedrooms.co.uk/ghosts-of-hampton-court-palace-london

5. Fotheringhay Castle, Northamptonshire

http://livingwithkingrichard.blogspot.com/2015/05/the-ghosts-of-fotheringhayand-sheep.html

https://www.spookyisles.com/the-life-and-afterlives-of-mary-queen-of-scots/

Project term 1

PARANORMAL ACTIVITY

For this term, students will have to record a video.

Number of students: 3-4
Length: 8-10 minutes
Deadline: -Script: 5th Nov
                 -Video: 19th Nov
Assessment: To assess your presentation/video, the following points will be taken into account:
    a) Pronunciation, intonation, body language/ acting
    b) The content: creativity, grammar accuracy, extensive vocabulary
    c) Quality of the video

STEPS:
5th Nov
-Think of an idea for your story and write a summary. Think of a good ending.
-Write the script.
-Think of a title for your story.

19th Nov
-Record the story with your mobile: This takes quite a long time so....
       -Allow you enough time to record your video. Record each scene on different days. Do not write          long scenes, as you will have to memorise your lines. It is better to have a few shorter scenes.
       -Be careful with background noise: It will spoil your video if it is impossible for the audience to
        hear the dialogues. (check that your dialogues are clear bedore you do all your work!)
       -All participants must do the same amount of work.
       -Edit the video: there are lots of easy-to-use editing apps.
      -Add transitions and different effects if possible.
      -Add subtitles if possible.
      -If you add some music, be careful that you lower it when there is some dialogue.
      -Include the credits at the end.

-Send the video via email or upload it to Youtube (if you have got an account) and send the link to the teacher.

Pronunciation

Unit 1

Writing: A real risk taker

TASK 1: A REAL RISK TAKER.

You will have to write, in about 200 words, the story of someone admirable. You can use the information learnt about "Nujeen Mustafa" to help you. You will have to answer the question proposed by the teacher. Any other answer will not be considered.

Don't forget to revise the use of verb tenses studied last year, linkers of cause and result (and any other linkers studied previously) and vocabulary learnt in this section.

 Parts:
-Introduction to the topic: Ex. What is going on? Why are people migrating to Europe?
-Story of a migrant:
   -As a child.
     -Why s/he had to leave his/her country.
 
   -Journey: hardships found and final destination.
 
   -Life in Europe:
     -What s/he does now.
     -Difficulties found.
     -What's next? (Dreams)
  
-Why you admire this person.
  

TEST:Wednesday, 9th October.

RUBRICA PARA EL WRITING

1. Adecuación y contenido

El texto es claro y preciso. Responde a todos los requisitos de manera creativa y desarrolla con gran habilidad crítica el tema, las preguntas o la situación comunicativa.

2. Estructura

El texto es coherente y está muy bien estructurado
a) La introducción presenta el tema de manera original.

b) Demuestra excelente control de las conexiones textuales, de la organización y de la fluidez de las ideas. En concreto, enlaza de manera apropiada, las ideas por medio de conectores discursivos que expresan causa y consecuencia, finalidad ...

c) La estructura y la distribución de los párrafos es consistente, acertada y apropiada. Cada párrafo tiene un propósito claramente definido.
Los párrafos centrales incluyen, cada uno, una idea principal sustentada por ideas secundarias, (ejemplos apropiados, motivos, consecuencias.…)

d)El texto no es repetitivo ni confuso.

e) La puntuación es adecuada y acertada. Existen márgenes definidos en cada párrafo.

3. Gramática

El texto demuestra excelente control de la gramática.

a) El texto demuestra excelente control de las estructuras básicas en  inglés.

c) El uso de conjugaciones verbales es preciso.

d) No incluye errores ortográficos.

f) Integra acertadamente estructuras aprendidas (en concreto, cláusulas adverbiales, estructuras condicionales, voz pasiva...)

4. Vocabulario

El texto incluye vocabulario variado, correcto y preciso relacionado con el tema propuesto. 8El texto integra correctamente vocabulario y expresiones aprendidas en la unidad / a lo largo del curso).