Our ideal school (lu, ana, ines, jaz)
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The document describes the students, subjects, places, people, rules, timetables, punishments, and facilities at a school. It lists 4 students and 10 subjects including break dance, technology, philosophy, and cooking. It details the various rooms and buildings at the school like the computer room, gym, and library. The document outlines the rules around homework, exams, uniforms, and rubbish disposal. It provides the daily schedule with class times and breaks. Punishments are described as cleaning if you write on furniture or paying for broken items. Facilities such as air conditioning, heating, benches, and a garden area are also listed.
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1) A typical school day begins at 8:30 AM when students arrive and go to their classrooms. There are six 50-minute lessons during the day.
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This document provides information about tourism activities and destinations in Monte Hermoso and Ushuaia, Argentina. It promotes The Best Tourist agency by listing the various services and attractions they offer, including the best hotels, activities, restaurants, tours, shops, and staff. Specific attractions mentioned for Monte Hermoso include fishing, windsurfing, a small theme park, and nice beaches. For Ushuaia, activities listed include skiing, dog sledding, snow biking, forests, and scuba diving. Hotel and tour options are also summarized for both locations.
Costa del este
This document describes outdoor activities and attractions available on a world tour, including bird watching, photography safaris, surfing, kite surfing, sand boarding, motocross, 4x4 trips, mountain biking, trekking, hiking, golf and fishing. It lists restaurants and five-star hotels in a coastal city that generally has sunny, hot days and rocks.
Unit i (camargo, mata, segatta)
Systemic functional linguistics views language as a social semiotic that is used to make meanings based on social and cultural context. It analyzes how language is structured through interrelated systems at various levels to fulfill ideational, interpersonal, and textual metafunctions. Context includes register factors like tenor, mode, and field as well as genre and ideology. Grammatical systems realize meanings through choices in content and expression that create structures.
Semiotic system chapter 7 (agostina and joana)
The document discusses semiotic systems and linguistic signs. It explains that semiotic systems have two dimensions: a content or meaning dimension, and an expression or realization dimension. Linguistic signs are established by conventions and stand in opposition to other signs. The document then describes the syntagmatic axis as relating to sequences or chains, while the paradigmatic axis relates to oppositions or choices within a system. Finally, it explains that systemic functional linguistics captures both syntagmatic and paradigmatic relations, with theoretical priority given to paradigmatic relations.
Powerpoint unit 1 (camargo, mata, segatta)
Systemic functional linguistics views language as a social semiotic that is used to make meanings based on social and cultural contexts. It analyzes how language is structured through metafunctions like ideational, interpersonal and textual meanings to fulfill the purpose of communication in a given context, which is influenced by factors such as register, genre and ideology. Grammatical systems allow for meaningful choices in language that enable users to express different meanings based on contextual factors.
Powerpoint chapter 6 (barrau recarte)
The document discusses the grammar of interpersonal meaning in conversations. It explains that there are initiating moves such as giving, demanding goods/services/information and responding moves like supporting and confronting. Initiating speech functions include offers, commands, and questions while responding functions are acceptances, compliances, answers, and contradictions. A clause has two parts: the mood, which holds the proposition and makes it arguable using finite operators, and the residue, which is less important and includes the predicator, complement, and adjuncts. Polarity and modality, involving degrees of likelihood, are also discussed.
Powerpoint chapter 2 (di dino fuentes)
The document discusses different aspects of cohesion in English texts. It defines a text as a unit of meaning expressed through sentences that convey ideational, interpersonal and textual meanings with texture. It then explains three main types of cohesive resources that contribute to a text's unity: reference, lexical cohesion, and conjunctive cohesion. Reference refers to how topics and participants are introduced and tracked. Lexical cohesion examines the lexical relationships between words. Conjunctive cohesion looks at the logical relationships between different parts of a text.
Clause complex (maira, sofia, mercedes)
The document discusses clause complexes and their role in expressing logical connections between events in language. A clause complex links two or more clauses together through either parataxis (equal, independent clauses) or hypotaxis (one main clause with dependent clauses). The relationship between clauses can be one of projection (quoting or reporting speech/thoughts) or expansion (developing or extending the meaning of another clause through elaboration, extension, or enhancement).
Mood
The document discusses mood in systemic functional linguistics. Mood consists of the subject and finite operator and realizes interpersonal meaning in conversation. The mood carries interpersonal functions and consists of a subject and finite element. It indicates whether a clause is declarative, interrogative, or imperative. Modality involves modalization, which expresses the probability or usuality of a proposition, or modulation, which expresses obligation or inclination of proposals.
Y se voló el sombrero
Un sombrero voló por los aires hasta posarse en una rama, donde la pájara Pinta puso huevos y crío polluelos. Sin embargo, el viento volvió a elevar el sombrero, que cayó en un lugar naranja donde había una sorpresa: un pichón rojo llamado Ludovico. Ludovico se sintió solo y encontró a una niña llamada María para jugar y divertirse juntos.
My school is Normal (jazmin)
My school is a big, old normal school with two floors. The first floor contains assembly hall, bathrooms, technology room, video room, and classrooms for first and second year students. The second floor has more bathrooms, seating areas, and a small garden. There are fourteen classrooms total. Students have subjects like math, technology, language, English, geography, history, and PE. The school day includes three breaks and PE in the afternoon. The headmaster is Guillermo Tevez and there is also a caretaker named Anibal plus teachers and a psychopedagogist. My class has twenty-nine students. Although the exams are difficult, I enjoy normal school and am lucky to have good
My school (agustin)
The school has three caretakers and many teachers, with six classrooms located within the building. The school is connected to a church and has a playground area for students, equipped with a pool table, table tennis, and metegol.
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Our ideal school (lu, ana, ines, jaz)
- 1. Students: Luciana Marimangeli Inés Naval Leiva Jazmín Regunaga Ana Clara Castro Subjects:
- 2. In our school we are going to have: • Break dance. • Technology • Philosophy • Cooking • Music (learn to play instruments) • Math • Language • Fashion design • P.E. Places:
- 3. • Computer room • Gym • Assembly hall • 2 floors, with 4 stairs • Garden • 1 elevator • Library • Meting room • Kitchen • Canteen • Staff room • 20 rooms • 4 bathrooms • Vestibules
- 4. People: • Student’s from 1st year ESB to 3rd year Polimodal • Head teacher • Teachers • Care taker • Cleaners • Janitor Rules:
- 5. • The students don’t have homework, they finish it in class • Students don’t have oral exams • Students have final exams • They eat at school • There are computers for every student • Students have to wear uniform • They will play music during the breaks • They must put the rubbish in the bins
- 6. Time tables: • 60 minutes each class • 3 breaks (15 m, 10 m, 5m) • half an hour to eat • Go to school in the morning (7:45 hs to 13:00 hs) • Go to P.E. in the evening (13:30 hs to 17:00 hs) Punishment: • If you write the desk or the wall, you have to clean it. • If you break something, you pay for it. Facilities:
- 7. • There is air-conditioning in every room • There is a heater in every room • There are wooden benches in the corridors. • There is a big clock with the temperature. • There is a big garden • There is a place for the bicycles. • There are rubbish bins • There are curtains • There are a lot of windows.