1.en.7 Global Issues: International Solidarity

Last year in class we talked a lot about Global issues. Next Tuesday we are going to Caixafòrum to participate in a talk with Ignasi Carreras called Viure Solidàriament which is part of a series of talks called Trobades amb Compromís.

Look for information about him on the Internet and note down any information that you consider relevant.

What is his background: qualifications, job, others?

What do you think he is going to talk about?

International Solidarity

Read these two quotes:

In our interconnected world, the human family cannot enjoy security without development, cannot enjoy development without security, and cannot enjoy either without respect for human rights . . . to act on that understanding, we need a strong United Nations, and true solidarity among Governments and peoples working together to fulfil those goals.”

Kofi Annan, former United Nations Secretary-General

“In a world of common challenges, no nation can succeed on its own; but by working together in common cause, we can build a safer, more prosperous future for all. Solidarity must be the foundation for global solutions.”

UN Secretary-General Ban Ki-moon

What do you think about this? Do you agree with Kofi Annan and Ban Ki-moon?


The Headlines

Read these recent headlines.

What situation are they describing? Sit in groups and comment them.


Stop Poverty

How can we fight against poverty? Every year thousands of international volunteers collaborating with NGOs participate in campaigns and millions of dollars are donated and spent in aid programmes to stop poverty. Now, some people think that this might not be the best way to help people in need as it makes them dependable on international aid. Watch the following video showing a talk by Iqbal Quadir in which he advocates for a different approach.

Answer the following questions:

1. Who is Iqbal Quadir?        

2. Where is he from?                        

3. What was his job in the US?

4. Why has international aid failed, according to Mr. Quadir?                               

5. How can international aid be improved?

6. What is Mr. Quadir’s criticism towards the World Bank?

 7. How can we empower citizens?

8. What happened in Mr. Quadir’s country in 1979?   

9. Complete Mr. Quadir’s sentence: C…………………….. is P……………………… 

10.  What kind of weapon is the cell phone? 

11. Why people in poor countries don’t have cell phones?  

12. What kind of company did Mr. Quadir create?   

13. Who provided the technological expertise?

14. How many people benefit from the service the company provides?

15. Why does Mr. Quadir say that international aid has damaged poor people?

Copy the questions in your notebook and try to get the answers while you watch the video.


Slavery Footprint

Are you aware that your comsumption habits may contribute to human slavery?

It’s not easy to be a socially responsible consumer. Even if you buy mostly local products and diligently keep track of corporate environmental footprints, you may still be leaving a trail of slaves in your wake. After all, who do you think is digging up the minerals in your smartphone or picking the cotton for your T-shirts?

Watch the following video:

Now, click on the image below. It belongs to a website called Slavery Footprint. Use the application at home to look at your purchases and determine the amount of forced labour that’s gone into everything you own. The number may surprise you.

Bring the results to class.

Deadline Monday 29 October 2012   

1.en.6 A piece of news: A new British expedition to the South Pole

We have been talking about newspapers for some time now, so it is (high) time we started looking at newspapers articles.

This year the 100th anniversary of Robert F. Scott expedition to the South Pole and although it was only partly successful a famous British adventurer, Sir Ranulph Fiennes, has decided to organise a new expedition to the South Pole to commemorate the centenary.  This was disclosed to the public last month and the news appeared in newspapers all over the world (I learnt about it on Spanish TV).

Look at the two photos. Could you say who is who?

Here you are four articles that appeared in several online newspapers at the end of September:

1. Read the article that your teacher has given you and select the 10 pieces of information that you consider essential in order to retell the story. Copy a grid similar to the one below in your notebook and fill it with the 10 details:

                                                 Information Grid

2. Now, together with the people who has read the same article try to agree on what are the most relevant details. Then write a summary of the story in your notebook.

3. Sit in small groups with people who read articles from different newspapers. Compare the headlines: are they similar? Then, read your summary aloud to your group and listen to other people’s summaries: Are there any differences or similarities between your summary and the other summaries? What are these? Could you tell the reason why?

1.es.6 El Romanticismo

Observa estos cuadros y explica qué características románticas.¿ Sabrías encontrar sus títulos y sus autores?

Lee con atención este poema y explica brevemente su significado. Indica que elementos típicos del romanticismo aparecen en él.

Para el miércoles 31 de octubre (en el cuaderno)



1.es.5.El perro del hortelano

Ser como el perro del hortelano, que ni come ni deja comer.

Vamos a ver la expresión del lenguaje general que és el título de una obra de Lope de Vega: ser como el perro del hortelano, que ni come ni deja comer.

Bueno, antes de  explicaros algo sobre esta frase os diré que un hortelano es la persona que tiene un huerto, una pequeña plantación de verduras, hortalizas, etc.

Los perros no suelen ser vegetarianos (es decir, que no comen mayoritariamente verduras) así que son un buen guardián de un huerto (ya que no se comerán los productos que en él se cultivan) y tampoco dejarán que otros animales que sí son vegetarianos se acerquen para comerse la producción del huerto. Por eso se dice que el perro del hortelano ni come (porque no se come las verduras de su amo) ni deja comer (porque no deja que otros se las coman tampoco). Y gracias a Lope de Vega que en su obra El Perro del Hortelano usaba el símil del perro del hortelano en un amor escondido entre Diana, condesa de Belflor, y su secretario, Teodoro, este hecho se ha extendido a las personas para cuando ni hacen una cosa ni dejan que los demás la hagan tampoco.

Ejemplo: La ex de Juan no se aclara, no quiere volver con él pero tampoco le deja que salga con ninguna otra chica. Ella es como el perro del hortelano, que ni come, ni deja comer.

¿Conocías este refrán antes de que habláramos de él en clase?

1.en.5 Newspapers: Past & Present

1.History of the Newspaper

Modern technologies allow people to inform themselves about current events in a faster way than in the past. However, for an extended and deeper approach to news we will still need newspapers, either in the old paper versions or the newest online ones.

We are going to learn a bit about the history of newspapers in order to start wondering what is all this fuss about being informed. Watch the following video and answer the questions below:


True or False?

1. Roman citizens could buy Acta Diurna at the nearest newsagent.

2. Kaiyuan Za Bao was the first newspaper printed on paper.

3. Gazetta was the name of an ancient coin.

4. The oldest European newspaper is the London Gazette.

5. The funeral of the hero of Trafalgar was the first newspaper illustration.

6. Cartoons were first published in the XIX century.

7. The first newspaper to include news in its front page was the Daily Mirror.

8. The first tabloid was published at the beginning of the XX century.

2.Who reads the newspapers ?

Watch the following video. It’s from a British comedy called Yes, Prime Minister.

Yes, Prime Minister is a comedy sitcom which was very popular in the 1980s. It is set in the PM’s office. There are three main characters, Jim Hacker, The Prime Minister; Sir Humphrey Appleby, his permanent secretary and Bernard Woolley, his private secretary.

In the scene the PM and his permanent secretary comment on some recent news and the PM  classifies British newspapers by the people who read them.

Do you know the name of Britain’s current PM? Where does the British PM live? What public office in Spain  is the equivalent of that of PM? Where does he live? Who is currently holding this office in Spain?

Well, now you can watch the video and answer the questions below:

Questions 2:

1. What news has hit the headlines recently?

2. What has the PM decided to do about it? For what reason?

3. Look at the list of British newspapers in the box. What people read each of them according to the PM? Match the names of the newspapers with the descriptions.

 The Daily Telegraph     The Daily Mail     The Times     The Guardian            The Morning Star     The Financial Times     The Daily Mirror

a) People who think they run the country: …………………………………………………………

b) People who think they ought to run the country: …………………………………………….

c) People who actually do run the country: ………………………………………………………..

d) The wives of the people who run the country: ………………………………………………….

e) People who own the country: ……………………………………………………………………….

f) People who think the country ought to be run by another country: …………………….

g) People who think the country is run by another country: ………………………………….

4. Now, what people read The Sun according to Bernard, the PM’s private secretary ?

5. Think about Spanish National newspapers. Would you be able yo say what people read them? Do these newspapers cater for people with different social, political or religious views? You might need to ask an adult about this. I suggest you ask at home or somebody you trust. Bring the result of your interview to class. We will see whether everybody agrees.

DEADLINE: 15 October 2012

1.es.3 El teatro del siglo de oro. Lope de Vega

Durante el Barroco, el teatro constituía una diversión para todos.  Desde el rey al súbdito más humilde, toda la sociedad participaba de él, pues el precio de las entradas era asequible incluso para las clases menos favorecidas. Los escritores costumbristas de esta época dejaron un testimonio inigualable de lo que significaba un día de teatro: los intereses humanos de la fiesta (galanteo, vida social), el ambiente…

Las distintas clases sociales no se confundían en el interior del local, sino que se mantenían rígidamente las diferencias entre ellas. La distribución de los espacios reproducía la estratificación y jerarquización social existente: arriba, en los aposentos y desvanes, se sentaban los privilegiados, que abonaban anualmente altos precios por sus alquileres y accedían al lugar por puertas especiales. En la sala, de pie o sentado en las galerías, se sentaba el pueblo. Las mujeres entraban por otra puerta a la cazuela. Los espectadores, por tanto, se distribuían según el sexo o la condición social; compartían el espectáculo todos juntos, aunque cada uno se mantenía en su sitio.

En este panorama destacó un autor que crearía escuela y que cambiaría el modo de hacer comedia: Félix Lope de Vega y Carpio. Su interés por el teatro no solo se refleja en la gran cantidad de obras que escribió y representó, sino también en la elaboración de su Arte nuevo, en el que facilitó las pautas que había que seguir para escribir teatro.

1. Busca qué pautas para las obras de teatro estableció Lope de Vega en su obra Arte nuevo.

Para el miércoles 17 de octubre