2.en.39 A digital way of telling old stories: What do Christians celebrate at Christmas?

Let’s see what you think of the digital story of nativity a teacher from the English department sent us as a Christmas card.

  • What are the new new technological tools that appear in this digital story of nativity?
  • Did you like the video?

Happy Christmas!

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2.ca.10. Nadales: El dimoni escuat

Bon dia,

Aquí teniu la lletra de la nadala que vàrem sentir divendres. La mirau ,la imprimiu i, si teniu temps la cantau ( cercau a youtube, el conjunt que la canta és Música nostra). Si no enteneu alguna paraula, ja sabeu què heu de fer. Fins demà, cantaires.


El dimoni escuat (Nadala) Tradicional catalana. Curiosa per la implicació de Sant Josep, el dimoni i per tots els instruments catalans que anomena.

Allà sota una penya
és nat el Jesuset, nuet, nuet
que és fill de Mare Verge
i esta mig mort de fred
nuet, nuet,
i està mig mort de fred.

El bon Josep li deia
Jesús que estau fredet,
pobret, pobret.
La Verge responia:
per falta d’abriguet, pobret, pobret,
per falta d’abriguet.

Pastors hi arribaven
allà a la mitja nit,
cric-cric, cric-cric,
veient que tots hi anaven
dels grans fins al més xic,
cric-cric, cric-cric,
dels grans fins al més xic.

Ja toquen la musica
de flautes i violins,
clarins, clarins,
dolçaines, xeremies
baixons i tamborins,
clarins, clarins,
baixons i tamborins.

Els pastorets s’engresquen
i ballen tot sonant,
galant, galant,
ballets i contradanses
per fer alegrar l’Infant,
galant, galant,
per fer alegrar l’Infant.

Sant Josep que hi estava
allà tot amagat,
cric-crac, cric-crac
en veure que ballaven
també s’hi ha posat,
cric-crac, cric-crac
també s’hi ha posat.

A prop d’allà hi passava
un dimoni escuat
patrip, patrap,
sentint tanta gatzara
a dins s’hi ha ficat
patrip, patrap,
a dins s’hi ha ficat.

Els pastorets al veure’l
s’hi tiren al damunt
patim , patum,
i tantes n’hi mesuren
que el deixen mig difunt
patim , patum,
que el deixen mig difunt!

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2.en.37 Congratulations! your writing is gradually getting better

Even though Christmas vacation has not started, we have already started our second term. We have spent several lessons editing classmates compositions, blog comments and written tasks: a description of a person, a short biographical note, a description of  a photo, a review of an outing, a description of a gadget, a description of a building, a comparison of two schools, a comparison of past and present, a set of questions for an interview and a summary of a talk.

Your comments on the blog are often full of errors (spelling, choice of words, word order, cohesion, coherence, punctuation, syntax, register, tenses) but we all learn by writing and by making mistakes. Now, when we look at a text together, we can identify the type of error you make and that is good, it is the first step to correct it.

I will upload, as I did before, some examples of the work you do. Despite errors, they are a proof of your progress. As usual, if you find something in your classmate’s work that can be improved, post a comment to the blog.

Today we’ll  have a look at Àngel Blanch’s review of Chenoa’s visit to our school

Today Chenoa  came to visit us in the Ramon Llull music class, Aula Magna. She talked to us about her former life in the Ramon Llull. She talked to us about her life style and she told us anecdotes about her former friends and her bad actions…

I liked the talk very much because she told a lot of jokes and funny comments. She is a very happy person because she works doing what she likes most, the music.

She is a very good singer, and like all the singers and artists, she has another name, other than her real one that is Laura Corradini. The people that work with art have this artistic names because they need one to do all the public things, the informal one. It must  be a good sounding one, a new one that never anyone heard of it.

She was a little bit rebel in the high-school but she was a very good student. She repeated once but than she promised to her parents that she’d “gonna be” a very good student.

Her parents told her that if she did not get better better marks she couldn’t do music and she couldn’t be a famous singer. Before  being a singer, she was a ballet dancer but she decided to change the ballet for the music.

We’ll also  look at Daryl’s review of Ramon Lobo’s talk

Last week, we had the pleasure to have a talk with a journalist with a lot of adventures during his life. He is 55 years old and he is a journalist of the newspaper  “El País”. His name is Ramon Lobo.

I did not see him standing up, but  I think he is tall. He is overweight and without hair in his head. Where he has a lot of hair is in his beard. He is serious but also a funny man.

He was born in Venezuela, he did not know why he was born there. He went to Spain with his family because he had ashma. Since he was 12 he wanted to be a journalist and travel the world. He studied in the Complutense in Madrid.

After his studies in College, he began to work in other countries and in the Radio He went to Washington and London. But finally he found his place in the newspaper  “El País”. While working in “El País”, he travelled all over the world.

In his talk, he talked about the poor and unlucky people of the world. He narrated us a lot of  anecdotes, but the one that I can remember was about two boys, around of my age, who had f to sleep in a little house, sleeping in the floor. So, what Ramon did, was to buy food and shoes for their family.

A sentence that I will not forget that he said was that  “we are lucky to have water to spend and clothes to choose everyday”. I think, he was an inspiration, not only because he is a journalist and because he is always travelling, but because he taught us about life of other people and also about his life.

Finally you will be able to read Lovepreet’s contribution. Her review of Ramon Lobo’s talk

Last week we went to La Caixa Fòrum to listen a conference, given by a man who is a journalist Ramón Lobo.  He talked to us about the wars in the world that he had lived and also about his childhood. We went because in Catalan we are doing biographies, and we are reading a book “El nen”, that was written in the 1st  World War  and because we are going to focus in conflicts all over the world.

Ramón  is an elderly man. He is tall and strong, and a little bit fat. He is bald and he has a grayish beard, he  has a deep voice. He wore casual clothes. He said very entertaining, interesting  things. Ramón Lobo is a sensitive and caring man. He talked to us, as if we were close friends, in casual way. Ramón Lobo was born in 1955  in Venezuela. His family is scattered around the world. He wanted to be a journalist since he was 12 He went to a university of Madrid. He start edhis first journalism course 1975 and then he  worked in an agency called Pyresa and in the Intercontinental Radio as a writer of serial programs.  After some years being in Washington, he went to Sarajevo.In these  last 18 years he has visited many countries and he has been in many conflicts like Iraq, Bosnia, Haití and many other places. Now he is working in the newspaper “El País”.

He has published three books: El héroe inexistente,  which collects his travel experiences;  Isla África, which is about his vision of war and  Cuadernos de Kabul a  novel that reflects on the value of life and friendship. He has participated in two books: Los ojos de la guerra y Seguiremos informando.
He has received three awards: “ Cirilo Rodriguez”, “El Intercultural Coexistence” and “José Manuel Porquet”.

He likes very much to tell stories about the others, this is his passion. What impressed me most were anecdotes that he told us, some of them are funny, some are  interesting and some are sad like the anecdote of a baby that  died, and this is the sentence that Ramón said in that moment: “The child died without receiving the help of Unicef”.
I liked very much the conference and for me  it was an experience That I Had Never Lived.

How do the Eyes Work. Why do we see in 3D?

Our eyes are organs that let us see. Eyes detect both brightness and color. Having two eyes separated on our face enables us to have depth perception (the ability to see the world in three dimensions – 3D).

HOW WE SEE: A whole series of events happens in order for us to see something.
First, light must reflect off an object. The light travels through the clear cornea of the eye, through the pupil and then the lens, which focuses the light onto the retina (the sensory tissue lining the back of the eye). In the retina, cells called rods detect light (they are photoreceptors) and cones detect colors. The rods and cones convert light rays into electrical impulses that are transmited to the brain along the optic nerve. The brain interprets the signals from the eyes and we then “see” what we are looking at.

Here are some videos to help you prepare your “EYE” presentations.

I hope you enjoy them.

Here are some definitions to add to your list. Check the ones you don’t have. What do they refer to? Do you know about any other sight misfunction or desease?


Aqueous humor – the clear, watery fluid inside the eye. It provides nutrients to the eye.
Astigmatism – a condition in which the lens is warped, causing images not to focus properly on the retina.
Binocular vision – the coordinated use of two eyes which gives the ability to see the world in three dimensions – 3D.
Cones – cells the in the retina that sense color. People have three types of cones, L cones that sense long wavelengths (reds, yellows), M cones that sense medium wavelengths (greens), and S cones that sense medium wavelengths (violets, blues).
Cornea – the clear, dome-shaped tissue covering the front of the eye.
Eyebrow – a patch of dense hair located above the eye.
Eyelash – one of the many hairs on the edge of the eyelids.
Eyelid – the flap of skin that can cover and protect the eye.
Farsighted – (also called hyperopia) a condition in which distant objects are seen more clearly than nearby objects because light is focused behind the retina, not on it.
Iris – the colored part of the eye – it controls the amount of light that enters the eye by changing the size of the pupil.
Lens – a crystalline structure located just behind the iris – it focuses light onto the retina.
Nearsighted – (also called myopia) a condition in which nearby objects are seen more clearly than distant objects because light is focused in front of the the retina, not on it.
Optic nerve – (also called cranial nerve II) the nerve that transmits electrical impulses from the retina to the brain.
Pupil – the opening in the center of the iris- it changes size as the amount of light changes (the more light, the smaller the hole).
Retina – light-sensitive tissue that lines the back of the eye. It contains millions of photoreceptors (rods and cones) that convert light rays into electrical impulses that are relayed to the brain via the optic nerve.
Rods – cells the in the retina that sense brightness (they are photoreceptors). Night vision involves mostly rods (not cones). There are many more rods than cones.
Tear – clear, salty liquid that is produced by glands in the eyes.
Vitreous – a thick, transparent liquid that fills the center of the eye – it is mostly water and gives the eye its form and shape (also called the vitreous humor).

2.en.36 A great site to explore Gothic Palma

Hi everyone!

I promised you this morning I would upload to your blog a link to an excellent web site about Gothic Palma. You have been working this epoch with Vicent, your History teacher, who has already uploaded several videos in English. This site, Palma Gòtica, gives you four language options: Catalan, Spanish, English and German, so it is a great tool to help you move from one language to another with little effort. Its visual support, drawings, images and videos make it really attractive.

HOMEWORK: Tasks that will help you become familiar with the site. They should be done for Friday 17th

Activate the English option and visit one of the emblematic buildings that appear on the site.

  1. Choose one building (its main features) and an aspect you would like to comment (a part of the building, a story, an annecdote).
  2. Situate the building in the interactive map.
  3. Investigate route 2, which proposes 5 different itineraries to explore five districts of the city.
  4. Use the histogram to compare the date when it was built with another building in Palma and  another one from Spain or Europe.
  5. Investigate route 2, which proposes 5 different itineraries to explore five districts of the city. Chose one itinerary andread about it. Find the key words you need to be able to explain it en English with the help of the map.
  6. Surprise your classmates with an interesting finding. Browse the site, choose your favourite aspect and post it to the blog.

Copy the answers and new words in your notebook and post the answers to the blog.

There are 13 buildings and you cannot repeat any building more than twice. So, the faster you do it, the wider choice you have. If you are are the second person to do a building, you must comment on an aspect of the building that your classmate has not mentioned. 

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2.gh.3 La ciutat en la Baixa Edat Mitjana

Escolta el vídeo i respon a les qüestions:


ACTIVITATS: ( per al dia 16 de desembre)

1) Qin segle és la frontissa (frontera) entre l’Alta i la Baixa Edat Mitjana?

2) Quins són els primers centres de consum a la Baixa Edat Mitjana?

3) Com s’anomenen els nous barris que sorgiren al voltant dels centres de consum?

4) Defineix el terme MERCADER

5) Qui protegia les ciutats?

6) Cerca 3 carrers de Palma que conservin el nom dels oficis que es concentraven durant la Baixa Edat Mitjana.

7) Per què van sorgir les UNIVERSITATS?

8)  En què consisteix el mètode escolàstic?

2.ca.9. Els determinants

Aquí teniu dos exercicis per repassar els DETERMINANTS. Els heu de tenir fets divendres 10.

1.    En aquesta llista hi falten uns quants tipus de determinants. Mira de completar-la:


Els quantitatius


quant, quanta, quants, quantes
tant, tanta, tants, tantes
molt, molta, molts, moltes
poc, poca, pocs, poques
bastant, bastants
gaire, gaires

Els interrogatius

quin, quina, quins, quines

Els indefinits

algun, alguna, alguns, algunes
cada un, cada una
cadascun, cadascuna
tot, tota, tots, totes
altre, altra, altres
tal, tals
qualsevol, qualssevol
mateix, mateixa, mateixos, mateixes
cert, certa, certs, certes

Els possessius

Un sol posseïdor

el meu, la meva, els meus, les meves
el teu, la teva, els teus, les teves
el seu, la seva, els seus, les seves

Posseïdor plural

el nostre, la nostra, els nostres, les nostres
el vostre, la vostra, els vostres, les vostres
el seu, la seva, els seus, les seves

2. Completa els textos següents amb els determinants indicats:

2 articles
3demostratius de llunyania
3 possessius
4 indefinits
3 quantitatius
Durant____________temps, __________l’època de la ________ adolescència, la caça va ser per a Cosimo el món. I la pesca, perquè amb ____________gansalla esperava_________anguiles i les truites en ________gorgs dels torrents. Acabes pensant, amb totes____seves anades i vengudes, que havia adquirit sentits i instints diferents dels nostres i que ________pells que havia engiponat com a vestit corresponien a una miutació total de la seva naturalesa.
__________coses que primerament havien estat importants per a ell ja no ho van ser. A la primavera es va prometre la _________germana. Qui ho hauria dit feia___________any? Van venir___________comte d’Estomac amb el Comtet i es va fer una gran festa. El___________ palau era il.luminat a ___________estança, _________la noblesa dels contorns hi era, ballaven.        I.Calvino: El baró rampant

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