How we organize ourselves:"Lee Daniels' The Butler"

Instructions: number the following plot events in chronological order.
Barak Obama becomes the first African American President.
Lewis joins the Black Panthers – a radical revolutionary organisation.
Martin Luther King Jr. is assassinated.
Cecil’s father is shot dead by a white farm owner.
Lewis is arrested for sitting in a section of a restaurant reserved for “whites only”.
A supreme court judge declares segregation in schools unconstitutional.
President Eisenhower sends troops to protect and integrate schools in the south.
President Kennedy pushes to declare segregation in any public place unconstitutional.
Cecil gets a job at the Excelsior Hotel.
Cecil gets trained as a “house servant” by Miss Annie.
Cecil gets a job at the White House.
Cecil, with Reagan’s support, gets equal pay for African American staff in the White house.
Freedom Riders – integrated busses travel into the segregated south.
President Kennedy is assassinated in Dallas, Texas.
Cecil Joins Lewis in fighting the Apartheid in South Africa.
President Johnson enacts legislature defending everyone’s right to vote.

3rd bimester LISTENING review 2014

Answer the following questions:
1.- Write down the names of the three creatures described in the audio file.
2.- Next to the names write down the year in which each encounter happened.
3.- Which of these do you think is the scariest story?

5th grade 3rd bimester VOCABULARY review 2014


Vocabulary 3rd bimester Exam review 2014

I.- Match each vocabulary word with one of the clues, write the complete word and make sure you’ve got the correct spelling:
uninhabitable                    endeavour              residents         adjust                   pesky                   
inflammable                       rowdy                   outcast                 shatter                 unfathomable
debris                   teeming               brimming              specimens         betrayed
1.-to smash or break into lots of small pieces      __________________________
2.-impossible to live in                                                   __________________________
3.-a difficult and challenging project                        __________________________
4.-to double cross, to become a traitor                  __________________________
5.-able to catch fire                                                         __________________________
6.-the people or animals that live in a place          __________________________
7.-the trash or remains found after a disaster     __________________________
8.-very loud and wanting to fight                              __________________________
9.-a glass that is very, very full of water is...         __________________________
10.-sth which has a lot of activity or is full of life __________________________
11.-someone who has been segregated                               __________________________
12.-annoying                                                                      __________________________
13.-samples or examples                                              __________________________
14.-unable to imagine                                                    __________________________
15.-to adapt or change on order to survive           __________________________

II.- Give an example for each of the following vocabulary words:
e.g. inflammable: ____gasoline_____
1.- necessary:_____________________________
2.- monotonous:________________________________
3.-pesky:______________________________
4.- uninhabitable:_____________________________
5.- dignified:_____________________________
6.-escapades:_____________________________
7.-bellowing:_____________________________
8.- seldom:_____________________________
*********************************************************
9.- alien:_____________________________
10.-fairy:_____________________________
11.-hobbit:_____________________________
12.- vampire:_____________________________
13.- zombie:_____________________________
14.- mermaid:_____________________________
15.-clown:_____________________________
16.- magician:_____________________________

IV.- Make a drawing of each of the following spelling words:
1.-sorrowfull


2.-shatter


3.-parched



Good luck, and I’ll see you tomorrow!
Prof. Hector

3rd bimester WRITING review 2014

I. Create a Venn diagram comparing and contrasting your life with the life of a child who lives in a poor rural area of Mexico. Anyone can help you with ideas to fill this in.



II. Use your Venn diagram to write 80 to 100 words describing the differences and similarities between you and this child. Please remember that presentation matters! Do your work on a clean separate piece of paper and remember to use punctuation and capital letters where needed.

3rd bimester GRAMMAR review 2014


I.- Past simple:

Write the Simple Past tense of the verb in brackets.
e.g. The teacher ____liked _______(like) exams.

1.- The students ________________ (love) their free time.
2.- It ________(be) very late when my girlfriend called.
3.- I _______________(write) the answer to the exam question on a small piece of paper.
4.- I _______________(have) a great time in Six Flags!
5.-We _______________(eat) the entire birthday cake.
6.- Mum _______________(not try)very hard to find me my toy.
7.- Dad _________________(not like) me playing on his computer.
8.- I ______________(not catch)the ball.
9.- ____________ you __________ (draw) with a pen?
10.- ___________ we ___________(pass) our exams?
II.- Order the words to make sentences , and then write an answer to each question using complete sentences:

e.g.  when/ ? /you / homework / did / your/finish
 __When did you finish your homework?________________
________I finished my homework yesterday___________________

1.  is/favourite/animal/what/her/?
 __________________________________________________________
_________________________________________________________________
2.-  breed/it/what/?/ is / of / dog
 _________________________________________________
__________________________________________________
3. are/tall/you/how/? 
_________________________________________________________________ 
____________ 
4.- sang/horrible/that/who/song/? 
_________________________________________________________________
_________________________________________________________________
5.- is/Mexico city/ like/what?
 _________________________________________________________________
_____________________________________________________________

III. Simple past and Past continuous
Instructions: Circle the correct tense for each sentence.
a)      Mary prepared / was preparing lunch when they came / was coming.
b)      Tom was very unlucky. It rained / was raining every day during his holidays.
c)      Who was that nice girl you talked / were talking to when I walked / was walking by the pub?
d)      Last weekend Susan fell / was falling and broke/ was breaking her leg.
e)      When I entered / was entering the cafeteria Mary had / was having lunch with Peter.
f)       We drove/ were driving to Berlin in Robert´s new car.
g)      The sun shone / was shining brightly when I got up / was getting up this morning.
h)      Ann finally told / was telling us the whole story about Peter. 

IV. Past simple
Instructions: Complete the following text using the past tense of the verbs in brackets.

Anna's holiday ____________ (be) great last summer. She _______________ (stay)
in a college in England for two weeks. She ________________ (have) classes in the mornings and in the afternoons she ________________ (do) some sports like swimming or tennis.
In the evenings she often __________________ (go) dancing or  ________________ (watch) films with her new friends.
At weekends they __________________ (drive) to some interesting places. Once they __________________ (visit) Marwell Zoo where they _______________ (see) some beautiful animals. Anna ____________________ (not like) the food at the college but that _____________________ (not be) a problem. She ____________________ (meet) a lot of people and ____________________ (learn) some English. All the students in her class ________________ (be) sorry to go home. They all _________________ (promise) to come back next summer.

V. Some, any, a, an.
Instructions:Fill in with a, an, some, any.
1.    I need _______________ oil for the salad.
2.    I want _____________ fish and ____________ glass of wine for lunch.
3.    There isn’t _____ milk for the breakfast. But there is _______ cup of coffe.
4.    Do we need ___________ pasta?
5.    She wants _____________ cheese and ham for the sandwich.
6.    Do you have _____________ tomato for the salad?
7.    I want ____________ mango and __________ orange.
8.    He always has ___________ bread and ___________ butter for the breakfast.
9.    There isn’t _____________ cereal in the supermarket.
10.  My friend likes to eat _____________ apple in the morning. 

VI. Choose can, can’t, have to or don’t have to to complete each sentence.

1.I love tattoos, but my dad says I __________ get one.
2.You __________  tell anyone this - it's a secret.
3.In England, you __________  go to school on Sunday.
4.If you have a dog, you __________ take it for a walk every day.
5.You __________ have to get married in a church - you can get married anywhere!
6.I __________ remember to buy my dad a birthday present.
7.Do I_________ get a visa to go to China?
8. __________I stay in bed until 11 tomorrow?
9.  Sorry, but we __________  go home now.

3rd bimester SPELLING exam review 2014

For this guide simply answer Lesson 15 in the "Spelling practice book" and bring it in on Monday.

Have a nice weekend!

3rd bimester READING exam review 2014

I.- Read the following story. Then fill in the graphic organisers.


They're Made out of Meat


"They're made out of meat."
     "Meat?"
     "Meat. They're made out of meat."
     "Meat?"
     "There's no doubt about it. We picked up several from different parts of the planet, took them aboard our recon vessels, and probed them all the way through. They're completely meat."
     "That's impossible. What about the radio signals? The messages to the stars?"
     "They use the radio waves to talk, but the signals don't come from them. The signals come from machines."
     "So who made the machines? That's who we want to contact."
     "They made the machines. That's what I'm trying to tell you. Meat made the machines."
     "That's ridiculous. How can meat make a machine? You're asking me to believe in sentient meat."
     "I'm not asking you, I'm telling you. These creatures are the only sentient race in that sector and they're made out of meat."
     "Maybe they're like the orfolei. You know, a carbon-based intelligence that goes through a meat stage."
     "Nope. They're born meat and they die meat. We studied them for several of their life spans, which didn't take long. Do you have any idea what's the life span of meat?"
     "Spare me. Okay, maybe they're only part meat. You know, like the weddilei. A meat head with an electron plasma brain inside."
     "Nope. We thought of that, since they do have meat heads, like the weddilei. But I told you, we probed them. They're meat all the way through."
     "No brain?"
     "Oh, there's a brain all right. It's just that the brain is made out of meat! That's what I've been trying to tell you."
     "So ... what does the thinking?"
     "You're not understanding, are you? You're refusing to deal with what I'm telling you. The brain does the thinking. The meat."
     "Thinking meat! You're asking me to believe in thinking meat!"
     "Yes, thinking meat! Conscious meat! Loving meat. Dreaming meat. The meat is the whole deal! Are you beginning to get the picture or do I have to start all over?"
     "Omigod. You're serious then. They're made out of meat."
     "Thank you. Finally. Yes. They are indeed made out of meat. And they've been trying to get in touch with us for almost a hundred of their years."
     "Omigod. So what does this meat have in mind?"
     "First it wants to talk to us. Then I imagine it wants to explore the Universe, contact other sentiences, swap ideas and information. The usual."
     "We're supposed to talk to meat."
     "That's the idea. That's the message they're sending out by radio. 'Hello. Anyone out there. Anybody home.' That sort of thing."
     "They actually do talk, then. They use words, ideas, concepts?"
     "Oh, yes. Except they do it with meat."
     "I thought you just told me they used radio."
     "They do, but what do you think is on the radio? Meat sounds. You know how when you slap or flap meat, it makes a noise? They talk by flapping their meat at each other. They can even sing by squirting air through their meat."
     "Omigod. Singing meat. This is altogether too much. So what do you advise?"
     "Officially or unofficially?"
     "Both."
     "Officially, we are required to contact, welcome and log in any and all sentient races or multibeings in this quadrant of the Universe, without prejudice, fear or favor. Unofficially, I advise that we erase the records and forget the whole thing."
     "I was hoping you would say that."
     "It seems harsh, but there is a limit. Do we really want to make contact with meat?"
     "I agree one hundred percent. What's there to say? 'Hello, meat. How's it going?' But will this work? How many planets are we dealing with here?"
     "Just one. They can travel to other planets in special meat containers, but they can't live on them. And being meat, they can only travel through C space. Which limits them to the speed of light and makes the possibility of their ever making contact pretty slim. Infinitesimal, in fact."
     "So we just pretend there's no one home in the Universe."
     "That's it."
     "Cruel. But you said it yourself, who wants to meet meat? And the ones who have been aboard our vessels, the ones you probed? You're sure they won't remember?"
     "They'll be considered crackpots if they do. We went into their heads and smoothed out their meat so that we're just a dream to them."
     "A dream to meat! How strangely appropriate, that we should be meat's dream."
     "And we marked the entire sector unoccupied."
     "Good. Agreed, officially and unofficially. Case closed. Any others? Anyone interesting on that side of the galaxy?"
     "Yes, a rather shy but sweet hydrogen core cluster intelligence in a class nine star in G445 zone. Was in contact two galactic rotations ago, wants to be friendly again."
     "They always come around."
     "And why not? Imagine how unbearably, how unutterably cold the Universe would be if one were all alone ..."
     the end


1.- Use the Venn diagram to compare and contrast the "meat" creatures they describe and human beings.
2.- Use another Venn diagram to compare and contrast humans to the other races they describe; the weddilei and the orfolei even the ones who are speaking.

II.- Cause and effect. Read the following text and fill in the graphic organiser that follows.


The Magna Carta
After the death of Henry II, the rule of England fell to his son, Richard I, and later to another of his sons, John. These leaders were not effective. John lost territory to the French, which upset many. He also increased taxes and oppressed many of his people, arresting them without trials.

In 1215 A.D., many of the nobles in England, who were tired of losing their power, and who were concerned by the tyrant-like behavior of John, came together and wrote a document called the Magna Carta.

The Magna Carta is one of the most important documents in history. It guaranteed the people certain rights, and bound the king to certain laws.
After writing the document, these nobles forced King John to sign it on the threat of civil war. Their intention was only to protect the rights of nobles. They did not care so much about the poor peasants. Nevertheless, in time, the rights established by the Magna Carta were also extended to commoners.

After the death of King John, his son Henry III began to rule on the throne of England. King Henry III expanded the council of his advisors to include certain members of the clergy and important members of the various cities and towns. This great council began to be known as Parliament.

King Henry III’s son, King Edward I, expanded Parliament still further, and began to rely on Parliament for guidance. He encouraged them to meet often to debate important issues, and to give him suggestions in what laws should be passed, and in what direction the kingdom should be taken.
By 1400 A.D., Parliament had been divided into two separate houses. The clergy and nobles met in the House of Lords, while knights and important townspeople met in the House of Commons.