Modern Spain in the 20th Century


Read the Unit once (1 time) from beginning to end.


  • Make a Frontpage for the unit and copy the objectives
  • Read each section again carefully. 
  • Write the name of each section and the main points. 


Make a mindmap, or a summary and a timeline, or answer the questions 1,2 and 3 in the book, or
write a story or comic for each main point 
in your notebook. It must make sense to you. 
(Read the book, find information in Spanish, 
ask your family members what they know, look for videos on Youtube.)
Record an entry in the TABLE OF CONTENTS. 
This is worth three points.


Present the main point or create an activity for the class. 
This is worth two points.  

Presentations by February 21st (Thanks Yanira😊)
Notebooks must be finished by 
Thursday, February 27th (thanks Jesús😁).
They won't (will not) be accepted after this date.
Turn them in as soon as you are finished. 
**EXAM Wednesday, MARCH 4**

Ideas: Section 1 Spain in the early 20th century
Main Points
Restoration 1874 to 1923
Primo de Rivera
Second Republic
Liberals and Conservatives
Republican parties and Nationalists parties
Socialist Party
Left-Wing people and Right-Wing people

Section 2 The Spanish Civil War
Main Points
Spanish Civil War
and its consequences

General Francisco Franco

Dictatorship


Section 3 Spain during Franco's dictatorship
Main Points
Falange, Catholic Church, The Military

Trade Unions during the dictatorship

living conditions during the 1940s and 1950s

Second World War
United Nations and Spain's exclusion

Section 4 Spain since 1975
Main Points 

Adolfo Suarez
The transition
Democracy in Spain
Spanish Constitution
Military coup of 1981 by Antonio Tejero
Economic European Community (EEC)
Spain's currency


Section 5 Art and Culture in 20th century Spain
Main Points
Spanish artists of the 20th century




Carta para las familias: Reproducción como unidad de ciencias naturales



Queridas familias:
Vuestro hijo/a va a comenzar la unidad 3 de su libro de Ciencias de Reproduction
(“Reproducción”), y en ella aprenderá:


  • Cómo son las células reproductivas (óvulo y espermatozoide).
  • Cómo funciona el aparato reproductor femenino.
  • El ciclo menstrual.
  • Cómo funciona el aparato reproductor masculino.
  • La fertilización y el embarazo. Procesos y partes implicadas.
  • Qué ocurre durante el parto.
  • El uso de avances médicos para ayudar en la reproducción humana
  • El trastorno de anorexia nervosa. 


Os adjunto el vocabulario más importante que aprenderá a lo largo de la unidad.
Quisiera animaros a que ayudéis a vuestro hijo/a a interiorizar los contenidos.
En el blog del área encontrarais información en inglés y videos para ayudarle
entender el material.
Sin duda, vuestra colaboración ayudará a que vuestro hijo/a aprenda y se divierta.




Saludos,


Monica



Unit 3: Reproduction(Reproducción)

Lista de vocabulario
Sex characteristics= caracteres sexuales
gametes=gametos
ovaries=ovarios
testicles = testículos
eggcell=óvulo
cytoplasm=citoplasma
nucleus=núcleo
membrane=membrana
spermcell=espermatozoide
head=cabeza
tail=cola
DNA=ADN
uterus=útero
fallopian tubes=trompas de falopio
cervix= cuello del útero
vagina= vagina
menstrualcycle =ciclo menstrual
vasdeferens=conductos deferentes
prostate =próstata
semen=semen
seminal vesicles = vesícula seminal
penis=pene 
glans=glande 
scrotum=escroto
urethra =uretra
foreskin=prepucio
ejaculation=eyaculación
fertilisation=fecundación
fetus=feto
embryo=embrión
zygote=cigoto




Reproduction for Sixth Graders


↑↑↑↑↑↑↑

CHECK IT OUT!

From February 11th to March 13th, we will be studying this unit. 

How do you have to study this unit? What do you have to do?

Read the Unit, make an outline, create a presentation, and remember some information.

Notebook March 9 (6B)-10 (6A) - take notes on the main points. Make a summary of each section. Add pictures. Or do the first three exercises of each section. This is worth three points.
Presentations March 3-6-help you and your classmates understand this unit. Worth two points.
Exam March 13 - This is worth five points. 

The Main Points of this unit are:

Sex Characteristics

Female Reproductive Cells

Male Reproductive  Cells

Puberty

Zygote

Fetus

The female reproductive system

Menstruation

The male reproductive system

The journey of the sperm cell from where it is created to ejaculation

Fertilization

Pregnancy

Birth

in-vitro fertilization

Cesarean birth

Amniocentesis 

Medical Advances during Pregnancy

Healthcare during Pregnancy

Contraception

Physical characteristics in families (experiment)

Foods to avoid during pregnancy

Healthy eating during pregnancy

Twin births

Anorexia Nervosa and how it affects menstruation

Cravings during Pregnancy

Sources of Essential Nutrients



PRELIMINARY for Schools Writing Assessment Part Two

Write an article or story
Write either an article or a story on the topic given (100 words). 

The article option is instead of the letter option in the old paper.



PRACTICE ONLINE HERE.

PRELIMINARY for Schools Writing Assessment Part One

 Write an emailWrite an email in response to information given. 

This is a longer task (100 words) than the message task in the old paper  (35–45 words).





PRELIMINARY for Schools Reading Assessment Part Six

 Open gap fill 
Read a text and write words in the gaps. 



PRELIMINARY for Schools Reading Assessment Part Five

Multiple-choice gap fill
Read a text and choose missing words (A, B, C, D) 
to fill in the gaps. 
Same as old Part 5 but shorter





PRELIMINARY for Schools Reading Assessment Part Four

Multiple-choice gapped text

Read to understand gist and text structure:
choose the correct sentence to put in the gaps. 


EXAMPLE:

Part 4 
 
Questions 16 – 20 
Five sentences have been removed from the text below. 
For each question, choose the correct answer. 
There are three extra sentences which you do not need to use. 
 
 
Planting trees by Mark Rotheram, aged 13 
 
This spring, our teacher suggested we should get involved in a green project and plant some trees around the school.  Everyone thought it was a great idea, so we started looking online for the best trees to buy.    16____  If we wanted them to grow properly, they had to be the right type – but there were so many different ones available!  So our teacher suggested that we should look for trees that grew naturally in our part of the world.    17____ They’d also be more suitable for the wildlife here. 
 
Then we had to think about the best place for planting the trees.  We learnt that trees are happiest where they have room to grow, with plenty of space for their branches.  The trees might get damaged close to the school playgrounds, for example.    18____  Finally, we found a quiet corner close to the school garden – perfect! 
 
Once we’d planted the trees, we knew we had to look after them carefully.  We all took turns to check the leaves regularly and make sure they had no strange spots or marks on them.    19____ And we decided to check the following spring in case the leaves turned yellow too soon, as that could also mean the tree was sick. 
 
We all knew that we wouldn’t be at the school anymore by the time the trees grew tall, and that was a bit sad.  But we’d planted the trees to benefit not only the environment, but also future students at the school.    20____  And that thought really cheered us up! 
 

A So we tried to avoid areas where students were very active.   


B However, our parents did offer to help with the digging!   

C That could mean the tree had a disease.   

D But we soon found that choosing trees was quite complicated. 
  
E It can be quite good for young trees, though.   

F We knew they’d get as much pleasure from them as we had.  

G But at least we were doing it in the right season.   

H That way, the trees would be used to local conditions. 

PRELIMINARY for Schools Reading Assessment Part Three

 Multiple choice

Read to understand gist, global and detailed meaning, attitude, opinions and feelings, and answer five  multiple-choice questions with four options (A, B, C, D). 

Same as old Part 4.



EXAMPLE:
Play to win 
16-year-old Harry Moore writes about his hobby, tennis. 
 
My parents have always loved tennis and they’re members of a tennis club.  My older brother was really good at it and they supported him – taking him to lessons all the time.  So I guess when I announced that I wanted to be a tennis champion when I grew up I just intended for them to notice me.  My mother laughed.  She knew I couldn’t possibly be serious, I was just a 4-year-old kid! 
 
Later, I joined the club’s junior coaching group and eventually took part in my first proper contest, confident that my team would do well.  We won, which was fantastic, but I wasn’t so successful.  I didn’t even want to be in the team photo because I didn’t feel I deserved to be.  When my coach asked what happened in my final match, I didn’t know what to say.  I couldn’t believe I’d lost – I knew I was the better player.  But every time I attacked, the other player defended brilliantly.  I couldn’t explain the result. 
 
After that, I decided to listen more carefully to my coach because he had lots of tips.  I realised that you need the right attitude to be a winner.  On court I have a plan but sometimes the other guy will do something unexpected so I’ll change it.  If I lose a point, I do my best to forget it and find a way to win the next one. 
 
At tournaments, it’s impossible to avoid players who explode in anger.  Lots of players can be negative – including myself sometimes.  Once I got so angry that I nearly broke my racket!  But my coach has helped me develop ways to control those feelings.  After all, the judges have a hard job and you just have to accept their decisions. 
 
My coach demands that I train in the gym to make sure I’m strong right to the end of a tournament.  I’m getting good results:  my shots are more accurate and I’m beginning to realise that with hard work there’s a chance that I could be a champion one day.


PRELIMINARY for Schools Reading Assessment Part Two

 MatchingMatch five descriptions of people to eight short texts, reading for specific information and detailed comprehension. 

Same as old Part 2.



PRELIMINARY for Schools Reading Assessment Part One

Multiple-choice short texts
Understanding five short messages of different types.
Same as old Part 1. 




KEY for Schools Reading and Writing Assessment Part Seven

Writing a short story
Write a short story based on 
three pictures, 35 words or more. 





KEY for Schools Reading and Writing Assessment Part Six

Writing a short message
Write a message in response to information given. Same as old Part 9 but students now write 25 words or more, rather than writing 25–35 words.

Here is an example:

Part 6 
Question 31 
 You want to go swimming on Saturday with your English friend, Toni. Write an email to Toni. 
In your email: 
• ask Toni to go swimming with you on Saturday 
• say where you want to go swimming 
• say how you will travel there. 
Write 25 words or more. 
Write the email/story on your answer sheet. 

KEY for Schools Reading and Writing Assessment Part Five

 Open gap fill
Read a text and write words in the gaps. 
Same as old Part 7 but shorter.



Part 5 
Questions 25 – 30 
 For each question, write the correct answer. Write one word for each gap. 
 Example: 0 you  
 
 
      From:  Maria        
To:  John       
 
I hope (0) ………… are well. I’m having a great holiday here in Thailand. 
Our hotel is very nice and there are a lot of good restaurants near it.  
 
Yesterday morning, we went to (25) ………… lovely beach. 
We had to leave before lunch because it was very hot. 
We went to a party (26) ………… the evening in the centre (27) ………… the
 town. Everyone had a good time and we got back at midnight. Tomorrow, 
we want to (28) ………… on a boat trip or (29) ………… tennis. 
 
I’ll show you my photos (30) ………… I get back. 
 
See you soon, 
 
Maria 
 

KEY for Schools Reading and Writing Assessment Part Four

Multiple-choice gap fill
Read a text and 
choose missing words (A, B, C) 
to fill in the gaps. 

Same as old Part 5 but shorter.

Part 4 
Questions 19 – 24 

For each question, choose the correct answer. 



William Perkin 
 William Perkin was born in London in 1838. As a child he had many 
hobbies, including model making and photography. But it was the
 (19) ………… of chemistry that really interested him. At the age 
of 15, he went to college to study it.  

While he was there, he was (20) ………… to make a medicine
 from coal. This didn’t go well, but when he was working on the 
problem, he found a cheap (21) ………… to make the colour purple.
 At that (22) ………… it was very expensive to make clothes in 
different colours. William knew he could make a business out of his 
new colour. Helped by his father and brother, William (23) ………… 
his own factory to make the colour. It sold well, and soon purple 
clothes (24) ………… very popular in England and the rest of the world. 




19  A class                   B subject                     C course        
20  A thinking           B trying                        C deciding        
21  A way                    B path                          C plan         
22  A day                    B time                          C hour         
23  A brought            B turned                      C opened         
24  A began               B arrived                     C became 


KEY for Schools Reading and Writing Assessment Part Three

Part 3
Multiple-choice long text
Read one longer text for detailed understanding
and main ideas.

Same as one of the options for old Part 4.



Here is an example:

Questions 14 – 18
 For each question, choose the correct answer.



A family of dancers
 The women in the Watson family are all crazy about ballet. These days,
Alice Watson gives ballet lessons, but for many years, she was a dancer
with the National Ballet Company. Her mother, Hannah, also had a
full-time job there, making costumes for the dancers.

Alice’s daughter Demi started learning ballet as soon as she could walk.
‘I never taught her,’ says Alice, ‘because she never let me.’ Now aged
sixteen, Demi is a member of the ballet company where her mother was
the star dancer for many years.

Alice’s husband, Jack, is an electrician. They met while he was working
at a theatre where she was dancing and got married soon after. ‘When
Demi started dancing, the house was too small for her and Alice to practise
 in so I made the garage into a dance studio. Now the living room is nice
 and quiet when I’m watching television!’ he says.

Last month, Demi was invited to dance in the ballet Swan Lake. Of course,
Alice and Hannah were in the audience and even Jack was there, which
made it very special for Demi. Jack says, ‘I’m not that interested in ballet
 myself but it’s fantastic seeing Demi taking her first steps with Alice’s
old company!’ Demi was wearing a dress that Hannah made for Alice
many years before.

‘It was very exciting for all of us,’ says Hannah. ‘Demi’s way of dancing
 is very like Alice’s. I know I’m her grandmother, but I think she has a great future!’

 14  What is Alice Watson’s job now?   
                      A dancer       B teacher       C dress-maker     

15  Demi had her first ballet lessons     
                     A at a very young age.   
                    B at the National Ballet Company.     
                    C from her mother.     

16  Jack helped his wife and daughter by   
                           A moving to a larger house.   
                          B letting them use the living room for dancing.   
                          C making a place for them to practise in.     

17  What was the best thing about the Swan Lake show for Demi?     
         A It was her first show with the company.     
         B All her family were there.     
        C She was wearing a new dress.     

18  Hannah says that Demi     
                 A will be a star one day.   
                 B is her favourite granddaughter.   
                 C dances better than Alice did. 

KEY for Schools Reading and Writing Assessment Part One

Part One
Six multiple-choice short texts.
Understanding six short messages.





KEY for Schools Reading and Writing Assessment Part Two

 Matching
Read three short texts for specific information 
and detailed comprehension. 


Same as one of the options for old Part 4 but always now three texts
 and A, B, C multiple-choice options (not Right, Wrong or Doesn’t Say).