Exam unit 1 and 2

These are the contents of the unit 1. All the contents of the unit 2 that we have developed at class could appear in the exam.

UNIT 1:
Parts in English
- A question of vocabulary.
- A text about  the Byzantine Empire with questions.
- True or false questions about Carolingian Empire.

Partes en español.
- Una pintura bizantina (icono, mosaico o pintura al fresco) para comentar siguiendo el modelo que utilizasteis para analizar la obra del arte bizantino en grupo.
-  La pirámide social carolingia.
- Una línea del tiempo del imperio bizantino y del carolingio.
- Una pregunta sobre la civilización romana (repasad todo lo que hemos estudiado en clase sobre Roma)

UNIT 2: All what we have developed at class before the day of the exam.

Unit 1: Word list

This is the vocabulary of the unit 1. You should make a list with each word, define in English  and translate them into Spanish.

- Mosaic
- Icon
- Nobility
- Middle Ages
- Byzantine Empire
- Carolingian Empire
- Barbarians
- Craftwork
- Serfs
- Emperor

Teamwork: Vikings, Visigoths and Anglos and Saxons

As you know already, we will do a multidisciplinary research about the Barbarian people;
-Vikings
- Visigoths
- Anglos and Saxons

In 1º ESO A the groups have been set up by the teacher Iván Martín at class. In 1º ESO C the groups are the following:

GROUP 1 -      Imane Benssar -      Fátima Touami -      Samuel Rivera -      Osiris Ruiz -      Raúl Parrado	GROUP 2 -      Nahuel Peña -      Darío Frías -      Víctor Reyes -      Paloma Rojas -      María Romero	GROUP 3 -      Isabel Ruiz -      David Tenorio -      Nuria Robles -      Antonio Sánchez -      Marcos Peña
GROUP 4 -      Manuel Bolaños -      Mario Oyonarte -      Sergio Villafruela -      Tania Van Njiv -      Anni Plamen	GROUP 5 -      Pablo Salmerón -      Mario Plaza -      Adrián Serrano -      Ana Spini -      Lucía Santos	GROUP 6 -      David Tarca -      Carlos Suvei -      Ana Robles -      Adrián Prieto -      Lorena Serrano.

On this link you can enter the internet and consult the webquest. Start reading the introduction and continue doing what the research asks you. Don`t forget to use the resources to do the webquest.

Webquest: The Barbarian invasions

With this text  we keep on discussing in small groups. In this debate, the folowing students will take part.

  

Juan Gálvez, Sergio Godoy, Noelia Gómez, Adrián Gómez, Lucía González (3º ESO B)

 Lucía Fernández, Juan Pablo López, Carlos Gilabert, David Jiménez, Rodrigo Gázquez.(3º ESO A)

Antonio Ramón Sonera, José Antonio Rivas, Alba Rodríguez, Nazaret Rodríguez, Ainhoa Rodríguez (3º ESO C)

Each student has to post at least one commentary of 7 lines as minimum. The commentaries can be both about the text and a classmate´s answer. 

Deadline: 30th November.

The United States currently relies heavily on coal, oil, and natural gas for its energy. Fossil fuels are non-renewable, that is, they draw on finite resources that will eventually dwindle, becoming too expensive or too environmentally damaging to retrieve. In contrast, the many types of renewable energy resources-such as wind and solar energy-are constantly replenished and will never run out.

Most renewable energy comes either directly or indirectly from the sun. Sunlight, or solar energy, can be used directly for heating and lighting homes and other buildings, for generating electricity, and for hot water heating, solar cooling, and a variety of commercial and industrial uses.

The sun's heat also drives the winds, whose energy, is captured with wind turbines. Then, the winds and the sun's heat cause water to evaporate. When this water vapor turns into rain or snow and flows downhill into rivers or streams, its energy can be captured using hydroelectric power.

Along with the rain and snow, sunlight causes plants to grow. The organic matter that makes up those plants is known as biomass. Biomass can be used to produce electricity, transportation fuels, or chemicals. The use of biomass for any of these purposes is called bioenergy.

Hydrogen also can be found in many organic compounds, as well as water. It's the most abundant element on the Earth. But it doesn't occur naturally as a gas. It's always combined with other elements, such as with oxygen to make water. Once separated from another element, hydrogen can be burned as a fuel or converted into electricity.

Not all renewable energy resources come from the sun. Geothermal energy taps the Earth's internal heat for a variety of uses, including electric power production, and the heating and cooling of buildings. And the energy of the ocean's tides come from the gravitational pull of the moon and the sun upon the Earth.

In fact, ocean energy comes from a number of sources. In addition to tidal energy, there's the energy of the ocean's waves, which are driven by both the tides and the winds. The sun also warms the surface of the ocean more than the ocean depths, creating a temperature difference that can be used as an energy source. All these forms of ocean energy can be used to produce electricity.

Biomes of the Earth

This is the link of the video we watched in class

https://www.youtube.com/watch?v=0fb8143ndo8

Exam of the unit 1.

These are the contents to focus on them and the vocabulary of the unit 1. I´m not going to put how the structure the exam will be, but the parts you should focus on. You have enough time to prepare it, so don´t waste the time, and start studying  as soon as possible. Ask me any doubt or show me the vocabulary.

VOCABULARY:
Remember that you must make a list with the definition of these terms in your notebook at the end of the unit.
Biome

Climate

Weather

Hydrosphere

Latitude

Altitude

Glacier

Plateau

Mountain Range

Plain

Rainforest

Savannah

Grassland

Taiga

Tundra

Deciduous forest

Desert

Deforestation

Tectonic plates

PARTS OF THE EXAM IN ENGLISH TO FOCUS ON THEM

- The characteristics of each biome (temperatures, precipitations and vegetation). Describe, explain and recognize them in a picture.
- Inner agents and outer agents. Apart from explaining each one you must be able to describe and recognize them in a picture.
- The video which we watched in class. You have the link on this blog.

PARTES DEL EXAMEN EN ESPAÑOL

- Elaborar y comentar un climograma siguiendo el modelo que tenéis en el blog de clase.
- Explicar cómo afectan al clima los factores de la latitud, la altitud y la distancia al mar.
- Mapa mundi en el que hay que ser capaz de localizar todos los biomas (un color para cada bioma)
- Mapa conceptual pág. 41.