Monday, 14 December 2015

Homework: Flyers practice - Reading and Writing

Flyers 
Test 4 Reading and Writing Part 1 – 10 questions 

Look and read. Choose the correct words and write them on the lines.

a rocket              a race                castles               police station                a player
a fire engine       traffic               deserts               wool                             wood
a team                hills                  bridges              metal                             glass

Example: You can go here for help if someone steals your money. police station

1 This is a group of people who play a sport together, for example, football. __________________
2 This is very noisy and you find a lot of it on the road when people are going to work or coming home again. _________________
3 This comes from sheep and we make clothes and blankets with it. ____________________
4 In this competition everyone runs together and the person who comes first wins. ______________
5 This comes from trees and people make tables, chairs and other things with it.________________
6 These are smaller than mountains and you climb them when you go to the countryside. __________
7 This is like a plane but it goes into space. __________________
8 You walk over these when you want to go across roads or rivers. _________________
9 You can see through this and bottles are sometimes made of it. ___________________
10 In children’s books, a queen might live in one of these. ________________________

Part 5 – 7 questions 

Look at the picture and read the story. Write some words to complete the sentences about the story. You can use 1, 2, 3 or 4 words. 

My name's Tony and I'm a photographer. I work for a big newspaper in the city. Yesterday morning I was going to a hotel in town to take some pictures of famous singers. I was walking past the bank and I suddenly decided to go in because I needed to get some money to buy lunch later. But when I was inside I knew something was wrong. There was a man wearing a black sweater. I couldn't see his face but he was holding a big plastic bag. A woman was putting money into it. I knew then that he was stealing the money so I shouted 'Stop that right now!' He turned round and I took his picture. He was very surprised! He just dropped the money and then, before I could catch him, he ran out of the bank. Everyone said they thought I was very brave and they thanked me. Then a policeman arrived and asked me lots of questions. Someone told him that I had a picture of the man. But the policeman asked, 'Why did you take his picture?' and said it was a dangerous thing to do. I felt stupid. Then the policeman took my camera away so I didn't get my photos of famous people that day!

 Examples: Tony works as a photographer .
                   Yesterday he had to go to a hotel in town.

Questions
1 Tony went into the bank because he wanted to _________________________ for lunch.
2 Tony __________________________ when he walked into the bank.
3 Tony saw a man who had ___________________________ in his hands.
4 The man looked ________________________ when Tony took his picture.
5 Before he ran away, the man ______________________ .
6 Everyone in the bank told Tony that he was ______________________ .
7 The policeman took Tony's camera away so he couldn't take pictures of _____________________ .

Taken from: Cambridge Young Learners Flyers Practice Test 4 Photocopiable © Oxford University Press 9

Friday, 11 December 2015

DCD's Block number 3



Science
Block 3: The water, a way of life

DCD1: To describe the water cycle in the forest, from direct 0bservation, experimentation and the relationship of the climatic characteristics with soil moisture of this biome.

DCD2: To relate the evapotranspiration to the soil moisture and its influence in the biodiversity of the Biome of Forest, to the observation and interpretation of graphs and the description of phenomenon.

DCD3: To explain the importance of the water for the living beings of every natural region of the Ecuador, from the reflective analysis and the interpretation of the water like life source.

DCD4: To compare the taxismos and tropisms from the analysis of examples, description of graphics and videos, as well as the characterization of the responses of organisms to different stimulus.

DCD5: To recognize the relation of the geotropism and hydrotropism with the growth of the root system of the plants of the humid and dry forests, from the decoding of terms and the descriptive analysis of the structure of the roots and the direction of its growth.

DCD6: To identify the use of water as a source of energy production, from the description of its transformation from potential energy to kinetic and the experimentation of the phenomenon.

Social Studies

Block 3: Ecuador in the 19th and 20th Centuries

1. To examine the global context during the beginning of the XX century dominated by the growing capitalism throughout the analysis of the country linking to global markets while using the cacao boom which defined Ecuadorian society.
(Reinforce for Spanish class)

2. Describe how the Liberal Revolution gained power, from the time of Eloy Alfaro to the next stage (1895-1912) by means of identifying the main characteristics of a secular state, and defining the scope and consequences of the revolution. (Reinforce for Spanish class)

3. Establish importance of the growing changes in the society during secularism and modernity, by analysing daily life.

4. Recount main facts and process in the “liberalismo plutocrático” (plutocratic liberalism), the descended cacao industry, bankers’ governments and social riots.

5. To describe the cacao boom and the impact it had in Ecuadorian economy by presenting a company which export cacao and its related products.
Language Arts
Block 3: How do animals communicate? – What do different cultures give to the world? (Unit 7, 8, 9)

Unit 7
DCD1: To understand vocabulary on how animals move through identifying new vocabulary to activate students’ existing knowledge of animals.

DCD2: To demonstrate understanding of a narrative fiction text by discussing given questions and prompts to write a report.

DCD3: To develop communications skills to include expressing ideas of others by developing reported speech grammar structure using only “Said that”

Unit 8
DCD4: To comprehend how animals communicate through identifying new vocabulary in a text.

DCD5: To expand communications skills to include expressing ideas of others by developing reported speech grammar structure using only “Told me that”

DCD6: To read, understand and discuss a magazine article; to apply a reading strategy to improve comprehension.

Unit 9
DCD7: To understand words for culture and customs, by identifying meaning from context in a historical narrative text.

DCD8: To read, understand and discuss a historical narrative text; to apply a reading strategy to write a descriptive essay.

DCD9: To request information and details about any topic using different grammar structures to show interest in a conversation.

Friday, 27 November 2015

Important characters in Ecuadorian History



Juan Leon Mera
Author and painter who is best known for his 1879 novel, Cumanda, and for his lyrics to the Ecuadorian National Hymn, "Salve, Oh Patria." His other literary works include “La virgen del sol” and Ecuadorian “Lira”. He was educated at home by a great uncle. At the age of twenty, Mera traveled to Quito to study art. He was a political figure as well as an artist and writer; he served as Governor of Cotopaxi and as Secretary of the Council of State. He was born on June 28, 1832 his parents were Pedro Antonio Mera Gomez and Josefa Martinez Vasconez. He died on Dec 13, 1894 at the age of sixty-two in Ambato, Ecuador. ASSOCIATED WITH He and Alfredo Pareja were fellow Ecuadorian authors. He was a political conservative and follower of Gabriel García Moreno.

Juan María Montalvo
Juan Montalvo was born in the provincial town of Ambato. (1832-1889). Montalvo studied in Quito (1846-1854) but dropped out of the university without earning a degree. The connections of his brothers with Gen. José María Urbina, a Liberal who dominated Ecuadorian politics in the 1850s, resulted in Montalvo's appointment to a minor diplomatic post in Rome (1857). The following year he was promoted to secretary of the Ecuadorian legation in Paris. He returned to Ecuador in 1860. By then the Liberals had been overthrown by the Conservatives, led by Gabriel García Moreno, and Montalvo was excluded from public employment.

In January 1866 Montalvo published in Quito the first number of a pamphlet series against García Morenounder the title of El cosmopolita. Three years later, on the dictator's return to the presidency, Montalvo fled to Colombia. Montalvo spent his years in exile, he received economic support from Eloy Alfaro. During this period Montalvo's writing consisted mostly of vitriolic and defamatory attacks on García Moreno. When the latter decided to stay as president for a third term, Montalvo wrote La dictadura perpetua. The pamphlet circulated in Ecuador. Though it did not produce the hoped-for revolution, on Aug. 6, 1875, a Colombian small group of young drifters who had read La dictadura, hacked García Moreno to death with a machete. Although the assassin had acted for personal reasons, on hearing of the President's death, Montalvo exclaimed jubilantly: "My pen killed him!"

Montalvo returned to Quito in May 1876 and started to publish El regenerador, a pamphlet series in which he attacked President Antonio Borrero's government.  He was back in Ipiales, where he wrote Las Catilinarias. This attack on Veintemilla is Montalvo's outstanding polemical work.

Read more at http://biography.yourdictionary.com/juan-maria-montalvo#bpDgtBt8Ycx4ZlzB.99

Thursday, 22 October 2015

Social Studies: Presidents biographies.

Juan José Flores, Founder of the Republic
Juan José Flores was Ecuador’s first president and is remembered today as “The Founder of the Republic”. Although born in Venezuela in the year 1800, Flores spent most of his life in the service of Ecuador and was instrumental in both the attainment and maintenance of the country’s independence in an era in which national borders were far from being set in stone. A soldier at the age of 15 and a full-fledged general at 29, Flores was acclaimed Ecuador’s president shortly after the new nation broke away from the disintegrating federation known as Gran Colombia. Ecuador’s independence was no sure thing - Flores faced opposition from within the country from those who opposed independence and also from the armies of Colombia, who invaded Ecuador in 1832 and 1834. Flores finally defeated the Colombians in January of 1835 in a crucial battle near the Ecuadorian town of Ambato. Flores resigned his office before the 1835 election, allowing Vicente Rocafuerte to become the next president. Flores was re-elected president in 1839. With Ecuador secure from foreign attack and the internal rebellions crushed, Flores set about establishing Ecuador’s social and political infrastructure, with political power centred on the capitol city of Quito. He was re-elected in 1843, although he had to fine tune the country’s constitution somewhat to allow him to serve a third term. By 1845, however, a rebellion led by Rocafuerte finally succeeded in driving Flores from the power, and he left Ecuador for Paris where he lived until 1860.  Juan José Flores died at sea in 1864 of uraemia, a fatal condition caused by kidney failure. One of his children was Antonio Flores, who himself became president of Ecuador in 1888.
Vicente Rocafuerte y Bejarano
(May 1, 1783 – May 16, 1847) was an influential figure in Ecuadorian politics and President of Ecuador from September 10, 1834 to January 31, 1839. He was born into an aristocratic family in Guayaquil, Ecuador, he was sent to Madrid to finish his education. He returned to Ecuador in 1807, and committed himself to freeing his land, first from Spanish rule, and later from the Republic of Gran Colombia. After Ecuadorian independence, Rocafuerte was elected a member of the National Congressfor Pichincha Province. He led the opposition to President Juan José Flores, who exiled him to Peru.  Rocafuerte returned, on September 20, 1833, became Governor of Guayas Province. He revolted against Flores, but was defeated and imprisoned. Rocafuerte negotiated a settlement with Flores, and was released from prison. The settlement allowed Flores to finish his term in office, and promised Rocafuerte would become president afterwards, with Flores to head the army.

During his presidency, Rocafuerte passed a new constitution in 1835, and gave greater protection to indigenous people in Ecuador. In 1839, after Rocafuerte had left office, Flores was again elected president, and for some time there were no difficulties between the two men. However, after electoral irregularities in 1843, Flores annulled the 1835 constitution and passed a new one, called by Rocafuerte 'The Letter of Slavery'. When Flores took up a third term as president in 1843, Rocafuerte left Ecuador in protest. After a short rebellion, Rocafuerte and Vicente Ramón Roca overthrew Flores on March 6, 1845, and Roca became president of Ecuador later that year.  Under Vicente Ramón Roca's presidency, Rocafuerte was appointed as special representative to various South American countries. He died on May 16, 1847.

Vicente Ramón Roca
Ecuadorian politician, born in Guayaquil on September 2, 1792, and died in the same city on February 23, 1858. He was member of the provisional since March 7 Government until December 8, 1845 and constitutional President in the period 1845-1849. He didn’t attended college, and perhaps not secondary. Practical man, disciplined, serious and ambitious, became prosperous merchant since his youth. He enjoyed the friendship of Simón Bolívar. He was a representative and Senator in several opportunities, and one of the leaders of the revolution "marcist", that which was held in Guayaquil on March 6, 1845, against President Flores. After the revolution, he formed a triumvirate that included him, along with Olmedo and Diego Noboa. The objective of this interim Government was winning the accession of the rest of the country. General Flores promised to go to Europe for a couple of years if the Provisional Government kept the military hierarchy, his honours and pensions, and paid him unpaid wages and gave him some travel expenses of 20,000 pesos. The triumvirate agreed immediately and Flores travelled to Europe. The meeting Convention in Cuenca, elected Roca as President of the Republic after numerous votes. One of the major problems that Roca faced during his Government was the threat of a reconquest of the Ecuador that Juan José Flores was preparing from Europe. With fear, Roca sent emissaries to several South American capitals in order to form a common front against an eventual invasion attempt. English public opinion denied all support to Flores and the project collapsed. Roca was able to end the “Floreana crisis”: he surrounded himself with competent people, respected the opposition and managed to keep the unity of the nation. He left poor by the Presidency, and in 1851 he was exiled to the Peru. On his return to Guayaquil, he had an insecure and poor life, working until his death as an employee of a trade with his cousin Agustín Roca.

Manuel de Ascásubi y Matheu (1804-1876)


Ecuadorian politician, born in Quito in 1804 and died in the same city in 1876. He was President of the Republic from October 16, 1847 to December 7, 1850. He came from a family of Patriots committed to the cause of independence: his paternal uncle, Francisco Javier Ascásubi, was one of the principal chiefs of the Quito revolution of 1809 and one of those killed in Quito on August 2, 1810; his father had also been pursued by the royalists. He was member of the society of "El Quiteño Libre", from which fought against general Flores. He served as Senator, Minister of war in the second administration of García Moreno, and twice Vice President. In 1849, the Congress met to elect successor to President Roca, the Congress chose to give the Government a Manuel de Ascásubi, who came to power on October 16, 1849. Ascasubi was a sensible and progressive, government aided in the Ministry of the Interior and of war by Benigno Malo and the Treasury by Javier Valdivieso. Schools were established in the barracks and Sunday schools for the people; the study of medicine and the hospital care has been improved and clarified itself public accounting. The opposition fought from the beginning of its mandate up to impeach him, which, after several attempts, was deposed by general Urvina, who ceded the Presidency to Diego Noboa.

Science Class: Pictures and Games.

Dear Students:

Here you have some pictures about the soil composition.







Please check the next page and the following games so we can learn more about the soil.
http://www.soils4kids.org/about

Games: http://www.soils4kids.org/games. Please check the game: Hidden Horizons, this will help you through the lesson for the next class.

Enjoy!! And don't forget to print the reading below. (Reading N1 and Reading N2.)

Reading N. 2: Soil Composition

Soil Composition

DRY FOREST

Soils consist primarily of volcanic material mixed with small amounts of marine strata. These are mostly sandy, clayey or formed from volcanic stones. Only locally in the south, contains both pre-Cretaceous metamorphic rock and granite of similar age. It is the natural eastern limit of the dry forest in the northern part of the ecoregion. The Chongón-Colonche range is the major mountain group of the ecoregion, and lies in a primarily southeast-northwest direction. These foothills form basins of small rivers that emerge primarily in the rainy reason.

An important source of moisture in these mountains is the sea mist known as Garúa that forms during the austral winter which condenses at higher elevations. West of the coastal range the dry tropical forest becomes tropical rainforest, without a clearly discernible transition zone. These topographical conditions create an altitudinal gradient that is reflected in the characteristics of the vegetation in the dry forest, which despite what might be expected has higher rates of regeneration and growth than the wet forests, a favorable aspect for its natural regeneration.

The southwest zone is more affected by the Humbolt current and precipitation does not exceed 1500 millimeters (mm) per year, while the coastal strip is drier and precipitation reaches 300 mm. The vegetation is characterized as deciduous or semi-deciduous due to seasonal drought and can be considered a homogeneous arboreal mass that is quite dense. The dry forest has trees that reach 20 meters (m) high, abundant bromeliads, mosses and epiphytes, while the undercanopy has many species of thorny shrubs and cactus and the understory is dominated by small herbaceae mainly from the Acanthaceae and Polypodiopsidae families.

Some of the principal endemic species of vegetation specific to this ecoregion are: Ceibos, mesquite, Cordia lutea, Cordia,  Moral Fino (Sota), Maclura tinctoria, guaiacan, Palo santo, Chanduy, Croton.  There are other species highly prized by the lumber industry and thus endangered such as golden trumpet, laurel, cedar, ebony, "madero negro" and "Colorado”. Other species are very valuable for the non-wood products they provide; this is true of the tagua palm  and "barbasco".

Rainforest


Many tropical soils have been under forest cover for millions of years. Over this period, and under high rainfall conditions, deep tropical soils have been formed from the underlying rock. Tropical soils are often several metres deep, but the soils are often washed out, or strongly leached, with large amounts of nutrients and minerals being removed from the subsoils and considerable thickness of rock broken down to produce soil. Over many millions of years this leaching has left most of the soils lacking many of the fundamental nutrients needed by the above ground vegetation.
So how does such a lush vegetation exist if the soils are so depleted of nutrients. The answer lies in the very thin topsoils, made up mainly of decaying vegetal and animal remains. An amazing cycle exists between the huge body of vegetation above ground and this thin topsoil. The rainforest depends for its nutrients on the constant recycling of its enormous biomass.
Plant remains fall to the ground, are consumed and broken down by the huge range of soil organisms in and on the soil, converted by these back into nutrients which can then be used by the dense vegetation above. It is a constant cycle. The thin layer of topsoil is the engine house for the food supply for the tropical forest and, together with climate, is responsible for the maintenance of the huge biomass. This is surely one of the most incredible cycles in nature - and it works.
The tropical rainforest is often in the news for various reasons. There are major concerns about deforestation of it and the consequent damage to the soil. From a soil point of view, cutting down of the rainforest disturbs the natural soil-plant cycle and makes the soils extremely vulnerable to soil erosion and loss of this vital topsoil. The topsoil also holds huge amounts of carbon which is now known to have a major potential influence on CO2 levels in the atmosphere and hence a major potential influence on climate change.

MANGROVE

Soils are made up of sand, silt and clay in different combinations, and 'mud' actually refers to a mixture of silt and clay, both of which are rich in organic matter (detritus).

Reading N. 1: SOILS AND TOPOGRAPHY in ECUADOR

SOILS AND TOPOGRAPHY in ECUADOR

Topography
Ecuador is divided into three continental regions--the Costa, Sierra, and Oriente areas, plus one insular region--the Galápagos Islands (Ecuador, 2001). The Coastal region is located between the Pacific Ocean and the Andes Mountains, and it consists of lowlands and mountains. The lowlands are generally below 200 metres, whereas the Coastal Mountains ("Cordillera Costanera"). The width of the Costa ranges between 15 and 150 kilometres.
The Sierra includes two major chains of the Andes Mountains that run north - South, the Cordillera Occidental (Western Chain) and Cordillera Oriental (Eastern Chain). The Western Chain contains Ecuador's highest peak, 6,267 metre Mount Chimborazo. The Oriente consists of two subregions: the Andean piedmont and the Eastern lowlands. The piedmont drops from a height of 3,353 metres to the lowlands, which spread out at an altitude of 150 to 300 metres.

Soils
The extremely variable topography of the country is associated with a complex mosaic of soils.

The Coastal littoral

Located between the Pacific Ocean and the western Andes possesses an abundance of hydromorphic soils particularly in the well-watered parts, which have moderate to low drainage, and moderate fertility. It contains soils derived from deposits of diverse origins influenced by volcanic activity of the Andes, aeolian transport of volcanic ashes and alluvial deposits, all subjected to intense weathering.

In the temperate Andean eco-zone 

(see below under ecozones), soils vary somewhat depending upon rainfall. It should be noted that classification of Andean soils is notoriously complex; details and equivalencies between systems of classification are available. The portion of the temperate area frequently classified as a low montane spiniferous steppe, with rainfall of less than 500 mm includes the following soils:

(a) Durandept, sandy loams, with a calcareous layer located above a duripan placed at a depth of 70 cm - these are soils that if irrigated support a variety of annual crops, lucerne, oats and Kikuyu grass;

(b) Durustoll, generally located on slopes, over fine ashes and also with an underlying duripan;

(c) Eutrandept, loamy soils with very fine ash, low water retention, pH 7; and lastly

(d) Torripsamment, very sandy soils, with less than 1 percent organic matter and pH 8. When rainfall increases to 500-1,000 mm, the zone is classified as low montane dry forest, and includes very variable soils, most frequently derived from volcanic ashes. These are clayey loams, black soils, that support productive stands of lucerne if irrigated. The low montane humid forest zone is encountered in areas with 1,000 to 2,000 mm, and has similar soils to the previous one.

The cold temperate eco-zone 

Is found at high altitudes. Within it, the Paramo (or cold high steppe) is the typical landscape, receiving 250-500 mm rainfall. In general terms, Paramo soils are of volcanic origin; these include soils derived from recent volcanic ashes, and those derived from metamorphic and igneous rocks. Those of the northern and central Paramos are generally Andisols, young, undifferentiated, high in organic matter, with high water retention capacity, highly permeable and resistant to erosion. Nevertheless, once they lose these physical properties as consequence of compaction, they begin to repel water. Soils of the southern Paramos are generally Inceptisols, derived from metamorphic rocks, older than the previous one, less fertile but have less capacity.

Soils of the Amazon piedmont, on the eastern slope of the Andes are mostly Inceptisols of low to medium fertility. It has soils with pH 5-5.8. In the lowland plains three main types of soils are recognized:

(a) alluvial sandy soils in the flatter portions along the rivers, seasonally cultivated with a variety of crops;

(b) black, fertile volcanic soils, in the plains located near the Napo River, and


(c) red ultisols in broken hills, characteristically acid and of low fertility.