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LEE AQUI ABAJO NUESTRA COLUMNA DE ULTIMAS NOTICIAS SOBRE LA ACTIVIDAD DEL CENTRO:

      CICLO 2020

PIZARRA INFORMATVA:

Noticias relevantes del ciclo lectivo 2020

TE INFORMAMOS:

 Debido a razones de fuerz mayor de público conocimiento en el marco de la Pandemia Coronavirus 2020 hemos organizado un sistema de comunicacion a traves de diversas plataformas digitales facilitando un seguimiento didactico a distancia. Para comunicarte con nostoros  https://padlet.com/cecie25cecie/cecie25  y dirigi tus correos a  cecie25cecie@gmail.com  La plataforma Padlet reemplazará hasta nuevo aviso esta plataforma historica del Cecie 25 debido a razones de mayor ventaja de operatividad y espacio en el sitio Web. De todas maneras los invitamos a hacer un recorrido histórico a lo largo de 10 años de trabajo constante en nuestro CENTRO DE IDIOMAS NUMERO 25 deplazándose hacia arriba y hacia abajo y explorando este sitio. Muchas Gracias

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Our Supervisor - Districts 21 and 19

Ms. Silvina Iacvino

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BIENVENIDOS AL CICLO 2020!!!

Who we are:   

                              HI!!... We are the crew of teachers of Cecie 25, a  Centre of Languages working  in Scholar District 21. Silvina Iacovino is our Suprvisor,  Pof.   Monica del Vento is our teacher-secretary. Our teachers:  MELINA PERRI, NOELIA PRONESTI and MARIO ARRIOS and MARIA SALOMONE -

Meet Our Team:

Here we are at the school head's office:

Prof SILVINA IACOVINO ( Our Supervisor)

MONICA DEL VENTO ( Our Secretary)

and Our Teachers...

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  MARIO BARRIOS - MELINA PERRI- NOELIA PRONESTI  AND MARIA SALOMONE  

  Ex Teachers Daniel Abbruzzese and Adriana Calabó will collaborate at work!

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WHAT ARE CECIES?

The "Centros Complementarios  de Idioma Extranjeros " ( Shool of Languages as popularly known) were created in 1982 - Supervision of Foreign Languages ​​of the Ministry of Education, Government of the City of Buenos Aires has a responsibility to find the means of achieving foreign language teaching quality in all schools of public administration at the primary level. Offered to all schoolchildren of all jurisdictions, they give students from 3rd form to 2nd Year the possibility of further studies of the same foreign language learning at school or starting their studies in another language after class schedules .Fifty-minutes -classes are held  three times a week. The course duration takes six years of study. Supplemental Foreign Language Education Centers emerged as an expression of the maximum  precepts of our Curriculum Desingn by offering:
• equality and equity of education opportunities for students in the system
• diversification of educational settings to include more areas
• constant work towards improving quality of service
• serve the community echoing their needs

The idea Supervisors of Foreign Languages, was to provide the same opportunities for foreign language skills to students of Elementary School who attended single shift schools and later  day, they received no teaching of a second language. Under these premises, opens the first School of Languages was opened ​​in 1983. As years went by  the recognition of educational authorities and other educational communities that prompted the opening of five new schools in many other Districts. They were intended as  Supplemental Educational Centers  From 1983 to date they have varied educational standards in general and for the centers, too. But they never lowered their tuition and all its functional organic plant facilities have increased in the area of ​​English and even more with the inclusion of other languages ​​such as French, Italian and Portuguese. Other changes worth mentioning are: the extension of the timing of shifts to fifty minutes each and the constant renewal of their curricula in order to overcome achievements and goalsr to broaden  current needs.

Read more: https://shakespeare-project1.webnode.com/
Create your own website for free: https://www.webnode.com

All of the Shakespeare's POroject 2014 - 2015 in one blog, click the link below to see it

SHAKESPEARE PROJECT

https://shakespeare-project1.webnode.com/

A nice Reward!!

Juan Cruz Hernandez one of our ex-students was rewarded with a certificate of attendance at the NBC in the United States of America. He was chosen to take part of practises and had the chance to interview many of the welknown best players of the American Leage of Basketball. He came proudly toghether with his mom to show us his merit and he had thankful words to us on our contribution to his English which was so useful to him to communicate in a real situation in a Native Speaker Country. He also remarked the importance of being fluent in the use of English around the world today. We Congratulate you a lot, Juan!! and we also feel proud of you!!!.  CECIE 25

Centros de Idiomas próximos a esta zona: 

CRONOGRAMA DE MESAS DE EXAMEN DE FIN DE AÑO - 2016 - CECIE 25

One of our students in 2nd year, Bárbara,  is moving to Spain...she is leaving the course and we will all miss her but she'll have a new start and we wish her the best of  good luck... and we hope she keeps on studying English in her new place... Have a nice trip!! and keep in contact with us!!

A SURVEY 

Why is it important to Study English, Micaela?? 

Why is it important for you to study Engish, Mayra...??

And what about you, Franco?

Meet Our Teachers...

LAURA AMARTINO

GABRIELA TOLABA GUTIERREZ

ADRIANA CALABRO

EXAMENES CLE INFORMACION _ FECHAS DE INSCRIPCION:

La Dirección Operativa de Lenguas Extranjeras ofrece a todo alumno/alumna de instituciones educativas del Gobierno de la Ciudad Autónoma de Buenos Aires (escuelas públicas y privadas) un conjunto de exámenes que responden a los criterios y contenidos del Diseño Curricular de Lenguas Extranjeras de la Ciudad de Buenos Aires

Esta certificación emitida por el Ministerio de Educación del GCBA acredita saberes y conocimientos en cinco lenguas y facilita la futura inserción del candidato en el mundo laboral y académico. Los exámenes CLE pueden rendirse sin ningún requisito previo y no son correlativos.

Los exámenes CLE constan de una prueba escrita que evalúa las capacidades de escucha, lectura y escritura en el idioma seleccionado y de una prueba oral que evalúa la expresión oral en lengua extranjera. Sólo los candidatos que se presentan a la prueba escrita pueden rendir el examen oral. El Certificado CLE CT (Comprensión de Textos) consta solamente de una prueba escrita.

• Exámenes CLE
• Contenidos de exámenes
• Ejemplos de tareas e ítems
• Ejemplos de tareas con audio
• Preguntas frecuentes
• Cronograma 2014
• Recomendaciones para docentes

Exámenes CLE

Los alumnos/alumnas que estén cursando la escuela primaria en la Ciudad de Buenos Aires tienen la posibilidad de acreditar sus saberes y conocimientos en lenguas extranjeras mediante las siguientes certificaciones:

• CLE CIPI (Ciclo de Idiomas Primaria Inicial) para los alumnos que estén cursando 4º y/o 5º grado.
• CLE CIP (Ciclo de Idiomas Primaria) para los alumnos que estén cursando los últimos grados la escuela primaria.

Los alumnos/alumnas que estén cursando la escuela secundaria en la Ciudad de Buenos Aires y han realizado distintos trayectos en su aprendizaje de lenguas extranjeras, pueden acreditar sus saberes y conocimientos en idiomas mediante las siguientes certificaciones:

• CLE CIC (Ciclo de Idiomas Corto) para alumnos/alumnas de escuela media que han estudiado el idioma seleccionado al menos 180 horas reloj o dos o tres años aproximadamente.
• CLE CIL (Ciclo de Idiomas Largo) para alumnos/alumnas de escuela media que han estudiado el idioma seleccionado al menos 300 horas reloj o cinco años aproximadamente.

Aquellos alumnos/alumnas que hayan estudiado lenguas extranjeras a lo largo de toda su escolaridad primaria y secundaria, tienen la posibilidad de acreditar sus saberes y conocimientos mediante dos certificaciones:

• CLE CIE (Ciclo de Idiomas Extendido) (corresponde al Nivel III del Diseño Curricular)
• CLE CIA (Ciclo de Idiomas Avanzado) (corresponde al Nivel IV del Diseño Curricular)
• CLE CT (Comprensión de Textos) para alumnos/alumnas que estén cursando la escuela secundaria y elijan acreditar solamente su capacidad lectora en lenguas extranjeras.

Esta certificación emitida por el Ministerio de Educación del GCBA acredita saberes y conocimientos en cinco lenguas y facilita la futura inserción del candidato en el mundo laboral y académico.

¿Cómo me inscribo para los exámenes CLE?

Los interesados en rendir exámenes CLE podrán realizar una preinscripción on-line,

LINK PARA ISCRIBIRSE:  https://www.buenosaires.gov.ar/areas/educacion/programas/cle

CIPI

●  Recordar que los candidatos que dan el examen CIPI son los que han estudiado el idioma

durante el primer tramo de la escolaridad primaria, y tienen alrededor de 9 años, ya que la

prueba está diseñada para este grupo etario y para un nivel de complejidad equivalente a esa

duración de estudios.

●  Destacar que es una experiencia que se espera tenga una repercusión positiva en el

aprendizaje de la lengua extranjera.

En relación con el examen:

●  Trabajar la producción escrita contextualizada, teniendo en cuenta los contenidos del DCLE

para ese nivel.

●  Al hacer trabajo oral en clase, practicar las "preguntas personales" para que los candidatos

estén preparados para dar información de sí mismos.

●  Intensificar el trabajo de los candidatos en los aspectos fonológicos de la lengua.

●  A los efectos de la práctica puede resultar útil consultar las actividades que se publican en la

página web del CLE.

CIC

●  Evitar la presentación de candidatos que superen ampliamente el nivel previsto en el examen

CIC o que aún no lo hayan alcanzado. Unos y otros pueden frustrarse en la experiencia.

●  Destacar que es una experiencia que se espera tenga una repercusión positiva en el

aprendizaje de la lengua extranjera.

En relación con el examen:

●  Propiciar en el aula la práctica de escritos contextualizados y la lectura de textos de

diferentes temas, géneros y tipologías próximos al campo de interés y experiencia de los

candidatos.

●  Trabajar con la mayor frecuencia posible la expresión oral, en particular la interacción entre

los alumnos, ya que a los candidatos, en general, les resulta dificultoso entablar diálogos en

lengua extranjera con otro par. Propiciar aquellas interacciones orales en las cuales los

alumnos tienen que resolver situaciones de la vida cotidiana.

●  Intensificar el trabajo de los candidatos en los aspectos fonológicos de la lengua.

●  Trabajar junto con los alumnos la producción escrita: El texto producido debe ser coherente

y reflejar cohesión, y no un texto fragmentado o de frases aisladas.

●  A los efectos de la práctica de escritura puede resultar útil consultar las actividades que se

publican en la página web del CLE.

●  Para desarrollar la comprensión lectora con alumnos CIC se remite al docente a los Aportes

Inglés

Ejemplo CIPI: El candidato ingresa a las 8:30 acompañado de los examinadores quienes proceden a la acreditación (control de documento) El examen escrito comienza a las 9:00 y finaliza a las 9:30. De allí el candidato pasa a la entrevista oral; la misma puede ser inmediatamente después de finalizar el escrito o dentro de la hora de finalización. Durante el turno de oral el candidato permanece en el aula acompañado de un examinador.

* La espera para rendir el examen oral corresponde a la permanencia del candidato en la sede examinadora durante la espera y el examen propiamente dicho. Al finalizar el examen escrito, un candidato puede pasar inmediatamente a la mesa del examen oral o puede tener que esperar a ser llamado. Por esta razón la duración del turno de oral puede variar.

I

DANIEL ABBRUZZESE

Some of our Projects this year:

1- Our 2016 School Project:

COMMUNICATION: READING AND WRITING -

We have decided to coontinue our work  in the use of Audiovisual media this year as well as to emphasise oral compentence in our students ,,, for that purpose we will continue our work at our Digital Blog where differnt forms of productions and interlinks can be found and shared and our students will create presentations to share with his classmated in the classroom.

In accordance with the death anniversary of William Shakespeare and Miguel de Cervantes Saavedra both in April 1616 this School of Languages proposed this year to work the following strategies and / or challenges that are presented below : 

1. reading texts of different genres advertising, website, correspondence, etc., as well as authentic materials (newspaper or magazine articles in English) that will be socialized to the class . 

2. The use of the school library will be enhanced by promoting the loan of books and reading for pleasure where students can choose different books that then discussed the group 

3. extensive reading will focus on classic works of Shakespeare adapted to different levels depending on the courses and particularly for the higher grades and parallelism who will work with the contemporary to Spanish author Miguel de Cervantes Saavedra that. 

4. literary workshops will be organized and co-written production: work on oral production will be intensified on written from activities to gather information, survey data comparisons and contrasts of ideas and critical analysis; diversified tasks, working in teams on the same literary work: author biography, songs, topic and argument, dramatization, synthesis of the work, etc. with final conclusin to be exposed at the Multipurpose Room and incorporating the TICS, using computer and audiovisual tools. 

5. reading and writing texts will be promoted from dialogues, paragraphs and applying the acquired vocabulary in each unit will view gradually increasing level of complexity to get in the middle and upper test courses varied genres as: advertisements, newspaper articles , narratives, descriptions, stories, songs, recognizing the importance of drafts before reaching the final product in single form with subsequent publication in the digital blog and our  paper
magazine

6. writing a collaborative story will be proposed by Course. As a "traveling folder" a group of students will start writing a story that will be continued by his companions and passed from group to group until the end of the story with subsequent correction work, final editing and narration of it.

7.Oral presentations that will be promoted from topics that are of interesting to students which will allow them to a brief lecture or exposition on these subjects as well as dramatizations and interviews .

8. interviews , debates, role play will be organized in spaces for argumentation , suggestions and hypothesizing will be created

We will propose our students differnt everyday situations for the to work on casual dialogues, dramatise them and record them into videos that will be uploaded to our blog for sharing and interaction.

We will work on our traditional yearly paper magazine to be issued by the end of the year.

INTERACTIVE CORNER!!!  - THIS BLOCK IS TIME FOR FUN!!!

DO YOU WANT TO PLAY GAMES????

LEARN WITH GAMES AND ACTIVITIES

AT THE BRITISH COUNCIL

CLICK ON THIS LINK

--> https://learnenglishkids.britishcouncil

Welcome!!!

Welcome to LearnEnglish Kids! Lots of games, songs, stories and activities are here - you can have fun and learn English too! You can search for your favourites, or have a look at the new Explore section and find out where everything is. Become a member and you can add comments to the site, and make your own cool character! Parents can sign up for our newsletter.

LINKS  A  OTROS CENTROS Y ESCUELAS

INTERACTIVE CORNER:  SHARING LINKS

LINKS TO OTHER CECIES:

Blog CECIE 21 (please click on the link)

cecie2121.blogspot.com/

https://cecie21.webnode.es/

Blog CECIE 19

https://cecie19.webnode.es/

Blog CECIE 12

ceciedoce.blogspot.com/

Blog CECIE 13              

https://www.blogger.com/profile/09994421462911115966

IMPROVING OUR ORAL COMPETENCE!!

DRAMA WORKSHOP AT CECIE 25

Some Snapshots while shooting our Drama Videos

Play 1 : "The wedding"

Play 2 : "Can you tell good stories?"

AROUND BUENOS AIRES

A tour around main points of downtown Buenos Aires...

Why do you study English, Jackeline?

THIS IS How WE WORK!!

Have a look!! Watch this video!! 

ACTING OUT SITUATIONS:

We have preared some sketches to act them out with teachers Adriana and Gabriela, we had a lot of fun. Here is a video we want to share with you, Have fun you too!!

DESCRIBING HOUSES

This is my house. It has got two floors. Upstairs there is a bedroom with a bed and a wardrobe. Next to it there is a hall and a bathroom.

Downstairs there is a nice diningroom with a table and chairs, we have dinner and lunch there. The diningroom is between the livingroom with a nice TV and the kitchen. It's a happy house. It has got a big garden too ...

TIME TO READ:

Narrating stories:

A BAD DAY!

It happened one Saturday evening when I was six years old. My family and I were going to go to my grandparents´ house by car. It was my grandmother’s birthday. It was a rainy and cold day. We were near my grandparents´ house. My father stopped at a red traffic light when we saw a strange group of people.

Then something passed through the closed window and broke it. It was a stone that one of that people had thrown through the window. To my amazement, my mother was bleeding in her face. A piece of glass had cut his face and another piece had cut her very near of her left eye. I was very afraid, so I started to cry.

When we got to my grandparents´ house, my grandma phoned immediately to a doctor. He arrived ten minutes later. Luckily it wasn’t an important hurt, but everybody were worried about that.

A Film Review:  We have seen the film Coach Carter. It is a 2005 American film directed by Thomas Carter. It is based on a true story, in which Richmond High School basketball coach Ken Carter made headlines in 1999 for benching his MVP and undefeated team due to poor academic results.

The screenplay was co-written by Mark Schwahn, who created the TV series One Tree Hill. The movie also recycles a handful of plot-lines from another TV series, The White Shadow, which director Thomas Carter co-starred in.

Marie Curie was born in 1867 in , poland .she married Professor pierre Curie, who was a Frenchman. So Marie Curie was Polish and French. She lived and worked in Paris. She was a grat scientist. She discovered the chemical elemnt radium and she helped to discovered x-ray she was a nobel Prize winer twice in 1903, for pysics and in 1911, for chemistry. She died in 1934

 JOKE OF THE DAY!!!

  1- LINK ONE

https://www.multimedia-english.com/

  2- LINK TWO

https://acacia.pntic.mec.es/agip0002/auro/inicio.html

  3- LINK THREE

https://www.manythings.org/

  4- LINK FOUR

https://elt.oup.com/student/headway/;jsessionid=F2C4EAA94DE6B837572FF3C67914E489?cc=ar&selLanguage=en

  5-Phrasal verbs and Idioms

https://a4esl.org/q/h/idioms.html

 6- ENGLISH GRAMMAR

https://www.english-at-home.com/grammar/

 7- STORIES ON LINE

https://www.storylineonline.net/

 8- READ STORIES ON LINE:

https://www.readbookonline.net/

9-SHORT STORIES

https://elt.oup.com/student/incredibleenglish/level1/stories/?cc=ar&selLanguage=en

10- MAGIC BOOKS

https://magickeys.com/books/

11- PICTURE DICTIONARY ACTIVITES

https://www.pdictionary.com/

12- BBC STORIES

https://www.bbc.co.uk/cbeebies/charlieandlola/stories/

MEDIA WORKSHOP:

Exploring our website and working on a video on the smartboard at the Multiple Uses Room:

We organised a shared activity for all groups in each shift at the "SUM" where we explored our website with links and activities on the smartboard and netbooks and we also shared a video activity.. we had fun and learnt a lot!!

THE INTERACTIVE BOOK

Follow the instruction to complete the activites

Click on this link: -->  

https://chagall-col.spip.ac-rouen.fr/spip.php?article65

LINK TO CECIE 11

 WRITING LETTERS AND E-MAILS

WORKING HARD!!

Describing People:

I will describe my best friend Sofia Vallone. She’s 15 years old. She goes to “Normal 8 School “ in the morning and she is my classmate my English School in the School of Languages. She has got green eyes and brown long hair. And she is short. She likes American Singers especially The Jonas Brothers, Demi Lovato and Miley Circus.  Her favourite Colour is green. She likes listening to Music using her computer and going out with friendsShe has got a dog, his name is Emily.

Micaela Garcia

This Block is entertainment.. Think and solve...

KARAOKE!! Let´s sing

Click on the word --> link

DESCRIBING CITIES

DRAMA AND EDUCATIONAL VIDEO WORKSHOP

Connecting Schools: Watch what some other students in other schools have acted out, can you do the same?

The following situations have been roleplayed by students of School N12 DE 13 in 1992 and is one of the activites carried out in class today. All of the students in the motion picture are today over legal age.

DRAMATIZING!!

Watch these students acting out situations, can you do the same??...

Educational Drama: A NEWS PROGRAMME

OUR STAFF IN 2011

SUPERVISOR: ALFREDO DANIEL NUÑEZ

TEACHERS: GABRIELA TOLABA, ADRIANA CALABRO AND LAURA AMARTINO

 The Statue of Liberty:

The Statue of Liberty is one of the most famous monuments in the world, The statue is 93 metres tall and it is in front of the New York harbour. It is made of 32.5 tons of copper.:

The statue was built for the hundredth anniversary of the American independence by a French sculptor called Frederic Bartholdi . It took 15 years to build it. The money for the construction came from lotteries and dinner parties. It was made in different sections and put in 250 boxes and shipped to America  The seven spikes of the statue represent the seven oceans. The statue’s face is the strong face of the sculptor’s mother. This statue was made with a lot of effort of the people and id a gift of France to the United States of America.

What to see:

Visitors can see the indifrr structure and take photos from the top it. They can buy souvenirs and visit the museum. On top there is a  revolving cafeteria . You can see all the city from there.

Advice to the tourists:

If are tired to go upstairs you can take a lift to the top.

You can visit the statue from 9.00 am to 6.00 pm

It’s a place to see! 

A video About the Ancient Olympic games:

BOOKS!!

Are mobile phones are generally a good or a bad thing?

II'´I'm going to give my own opinion about this topic. I´m not a lover of social networks such as Facebook, Twitter, MSN and cellphones are not an exception. I love technological devices like computers, Tablet PS and software too. I won´t lie to you but I like the physical parts of cellphones, I mean, I like those devices and the things they are able to do, but some people use them a lot, and that may damage their health and their lives. There are people, especially lots of teenagers, that spend at least 4 hours per day in front of the computer in social networks and that´s something I really hate because they really miss real life. They miss the opportunity of a healthy life playing sports and going outside. Another thing that bothers me is those people that while you are talking to them they are talking on the phone, or sending text messages and they don´t look at your eyes and it seems as if they aren´t listening to you! I know there are people who says it´s not necessary to look at you to hear you, but I think it´s more a reason of respect to look at the other person´s eye. They don´t pay attention! I believe it´s important to mention the relationship between 3g cellphones and social networks. They may improve our communication system, but there are some moments when people use them without being conscious of time and that may cause changes in their normal behaviour as bad mood, headaches… That´s the blind side nobody wants to see. People are happy because it´s a fact you can communicate from Argentina to China  just using one piece of a technological device while our ancestors thought it was impossible! I agree with you if you think that cellphones improve our safety. My mum and dad always send me messages to see where I am. I feel it´s also necessary to let people  know about  the damage cellphones and social Networks may cause  to our lives and to nature too.

Lucas Chamorro – 6th year

Mahatma was born in 1869 in India. His nationality was Indian. He was a great political leader He believed in non-violence. He wanted his country, India, to be independent from the British govrment was succesful. His non violent campaign defeated  the British. Ganhdi died in 1948.An assassin killed him. It was a tragic death for a very great man.

DRAMA AT CECIE 25

The three Musketeers was the play performed by the Stage Company at our School of Languages in September 2011. It was a fantastic experienc with a lot of fun!!!

Dear Friend,

            It’s really nice to hear from you. You can’t imagine how excited I felt after reading your letter. The idea of going camping with you sounds fantastic!!! Thanks for inviting me!

To begin with, I have some questions to ask you as I have never been camping before. Apart from the tent can I alos bring a sleeping bagwith me or will I have to bring one?

              A second Question, Will I be able to go fishing there?

Anyway, I ‘ve really missed you since your last letter, I ca’t wait to see you again. Don’t laugh but I have already got my bags packed. By the way, I am bringing my guitar so that we can sing some songs at night.

Well I’d better finish off here. Thanks for your invitation again. I’m looking forward for the trip.        Bye, Love, Sabrina

MAGIC ENGLISH

VIDEOS FOR BIGINNERS

Let's learn with fun Watch these cartoons!!

GOGO LOVES ENGLISH

VIDEOS FOR YOUNG LEARNERS - Elementary

Let's have fun with activites:

Click on  the links..

Time for Exercises!!

Vocabulary

TIME TO READ:

A strange story:

Once upon at time there were three teenage friends:  Brian, Paul and Tom. One day they went up a hill for a walk and they saw an abandoned house. The house was old and dark and something was strange with it. They could even hear some noises coming from it. So, that night they decided to investigate the old house. When Tom opened the door, they heard a woman’s shout. They started to look for the woman. They went upstairs…creak…!!! ; they heard the sound of the wooden floor as the stepped on it…They didn’t find the woman but they could still  hear her.

Suddenly, they saw her, she was tall and slim, she had got a long white hair, big hands, big white eyes, a little nose and a long white dress. She looked like a ghost!! The three friends were scared…!!! The teenagers ran, Brian fell and she caught him, Tom and Paul ran very fast but she caught Paul too. Tom was on the edge off the cliff, the woman scared him and Tom jumped off the cliff.

            A neighbour called  the police…They arrived very soon. They found that the teenagers were all dead.  “Oh, this is horrible, horrible” , said the neighbour and she heard a loud bang coming from behind her…not too far… a loud bang!! What was it…

Oh yes! I know what it was… It was my mother she was trying to open the window in my bedroom, it was 7.00 in the morning, time to go to school…I had had a dream…

THIS BLOCK IS TIME FOR READNG:

READ THE NEWS AT THIS LINK!!!

Click: www.buenosairesherald.com/

DIPLODOCUS:

 65 million years ago there were dinosaurs on the Earth.Now there are on the Earth. Diplodocus was one of the famous dinosaurs.

.It was a very big dinosaurs.it was 28 metres from its nose to the end of its tsi,and it  was 14 metres long and its neck was eight metres long.                                                                                                                                 

Diplodocus had  a  very small  head,and inside its mouth it had small  square  teeth It had small eyes and it had small eyes and it didn ´t have any ears Diplodocus was a real Earth monster

EXCHANGING LETTERS WITH PERSONAL INFORMATION

Upper Idnermediate English - (American Accent)

CELEBRITIES

DESCRIBING FAMOUS PEOPLE

Her name is Anna Kournikova. She’s twenty-two years old. She is from Russia but she lives in the United States.

She’s 1.68 metres tall. She has got blonde hair and brown eyes. Anna has got a small nose. She is a tennis player.

She likes watching TV and reading comics. She can play tennis but she can’t play chess.

She can read very well and she can ride bicycles.

His name is Carlos Teves. He is from Argentina. He can play football very well. He can’t speak Japanese. He can’t play basketball. He loves playing football. He Plays in Manchester.

He is Super Dog. He’s thin and short. He has got a big head, black eyes, long ears, a big nose and a small mouth. He hasn’t got earrings. He can fly and jump but he can’t swim.

He is Len Too. He’s from Japan. He has got short straight blue hair, small green eyes and a small nose. He can swim and fight but he can’t fly or jump 80 metres. He likes looking at the fighter, . He doesn’t like chocolate or bananas.

Bunny and the Robot

unny heard the truck pull up in front of the house with his extra-sensitive rabbit ears. When Bunny went to window, he could see a man in a brown uniform climb out of the truck, take a package wrapped in brown paper out of the back, and come up the walk.

"Ding dong!" the doorbell said.

"Delivery for Mr. Mugsy!" the man in the uniform shouted.

"Just leave it on the step. Thank you," Bunny heard Mugsy say.

This really surprised Bunny. The people who lived in the house often got packages or mail delivered, but they were not home. Mugsy was a big, brown stuffed dog. Bunny had never heard of a stuffed animal, puppet, or toy of any sort getting a package sent to them. Bunny decided to find out what was going on.

Bunny climbed down to the bottom of the steps near the front door and peeked around the corner. Mugsy was sitting behind the front door. When he heard the truck drive away, Mugsy opened the door just a crack, stuck his head out and looked around to make sure nobody could see him. Then he reached out with his paws to snatch the package off the step.

The package was rather big, even for Mugsy to carry. It blocked his vision causing him to walk right past Bunny without even noticing he was there. Mugsy then made a turn and went down the family room steps. Bunny followed. Mugsy then opened the door to the basement and carried his box down there. Again Bunny followed.

In the basement, Bunny found a comfortable place on top of a paint can from where he could watch what Mugsy was doing. The big brown dog placed the package up on a workbench at one end of the room and then opened it. Inside were wires, bolts, nuts, metal bars and plastic parts in all kinds of shapes and sizes. Out of the box Mugsy also pulled a thick book with many pages. The title was "HOW TO BUILD AND OPERATE YOUR ROBOT." Mugsy flipped open the book and started reading.

Bunny asked, "Mugsy, are you going to build a robot?"

Mugsy, startled, looked up. "Bunny, I didn't know you were down here. You surprised me."

"Sorry," said Bunny, "So are you building a robot?"

"Yes," replied Mugsy, "I ordered this kit to build a robot."

"Can I help?" asked Bunny, excitedly.

"I suppose so," said Mugsy, "but it will take a long time. First we have to read the assembly instructions, then we need to actually put it together, then we need to learn how to operate it properly."

"That's all right," said Bunny, still enthusiastic, "I'm very patient."

"Good," said Mugsy, "How about taking notes while I read. Now it says here 'Chapter One: Putting Together the Main Drive. You should have two main gear drives, parts 106 and 107. You also need two five-inch springs numbered 345 and 346. Slide the small end of one of the springs over the shaft B on the gear drive number 106. Then use a 30-millimeter wrench to-'"

"Tell you what, Mugsy" said Bunny, yawning, "I'm going to take a little nap, then I'll come down and help you finish the robot. Okay?"

Mugsy smiled. "Okay, Bunny." And with that Bunny went up to the family room and took a snooze on the sofa.

Bunny slept most of the day, but when he awakened he remembered about Mugsy and the robot and headed down to the basement to see what was going on.

Mugsy was sitting on the floor reading the instruction manual that had come with the robot kit. Bunny could tell that he was almost to the end of the book. In front of Mugsy stood a gleaming red, white and blue robot with a clear plastic bubble for a head and tank-like tracks for feet.

"So Mugsy," said Bunny, "How is it going? Is the robot done?"

"The robot's name is the FRED 2000. Fred stands for 'Fully Robotic Electronic Droid.' I just finished reading the instructions on how to operate the FRED," said Mugsy, "now I'm going to test him out."

Mugsy addressed the robot in a clear voice. "Well, my mechanical friend, let's try out your motor. Robot, please drive once around me in a circle."

FRED's eyes lit up a soft blue color and blinked. In the dome on his head wheels and gears started to turn. Then the machine's tire tracks moved, and the robot made a perfect circle around Mugsy and stopped where it had started.

"Very good, FRED," said Mugsy, "Thank you."

The robot answered with a beep. Then the lights in its eyes went out and it seemed to go back to sleep.

"Well, said Mugsy, "It seems to be okay. I'm tired after working all day to put that robot together. I think I'll go up to the bedroom and rest."

"Mugsy," said Bunny, excitedly, "Could I play with the robot while you're gone? Please! PLEASE!"

"Bunny," replied Mugsy, "Operating the robot is complicated. Tell you what we'll do. Go read the instruction manual. By the time you finish that I'll be done my nap and we'll play with the robot together."

"Okay," said Bunny. He was unhappy about having to wait.

Bunny started to read the manual, but before he finished the first page he was bored. "Why do I need to read the instructions before operating the robot?" Bunny said to himself. "It's easy. I saw Mugsy do it. I'll try just one simple command to see if it works."

Bunny stood next to the robot and said, "Okay my mechanical friend. Go forward ten feet."

The robot did nothing.

Bunny was puzzled. Maybe if he tried it louder. "ROBOT, GO FORWARD TEN FEET!" he shouted.

This time the robot replied, "That does not compute."

Bunny was getting very frustrated. "What is wrong with you, you bumbling bucket of bolts,? I said, GO FORWARD TEN FEET!"

Suddenly, the robot's eyes lit up a bright red and the gears in its dome started spinning. The robot shot forward across the floor and crashed into the side of a trash can sitting on the basement floor. The can went over and trash scattered all over the place. Papers, old cereal boxes and plastic wrappers covered the basement floor.

Bunny, ignoring the fact that he'd told the robot to go too far, yelled, "Now look what you've done! Now I'm going to have to clean up this mess."

The little rabbit had started to pick up some of the papers when suddenly and idea occurred to him. Addressing the robot he said, "Okay, since you made the mess, you can clean it up! Robot, clean up everything on the floor and put it in the trash can."

The robot replied, "That does not compute."

"You bubble-headed bum! I said pick up everything on the floor and put it in the trash can!" The eyes on the robot lit up bright red and again the gears whirred. The robot turned, picked up a paper and then rolled over to the trash can. It dropped the paper in, then went to fetch a box and did the same thing. In a couple of minutes the entire basement floor was clean. Bunny smiled to himself and said, "Who needs the instruction book? Operating the robot is easy. After only five minutes I've got this thing cleaning up for me!"

Suddenly Bunny felt a metal claw clamp around his waist and he was lifted in the air. The robot had come up from behind him and picked him up. "What are you doing, you metal monster?," yelled Bunny. "Stop! Let me go! Let me go! Let me go!" Then the robot let him go and Bunny fell straight into the trash can.

Bunny stood up, but couldn't see a thing. Then he realized there was an empty cereal box on his head. Shaking it off, Bunny climbed up the inside of the trash can. He reached the top and yelled at the robot, "Why, you transistorized tin can, you were supposed to throw trash in the can. Not me!"

The robot, ignoring Bunny, started climbing the stairs toward the family room.

"Come back here, robot! I command you to come back!"

Paying no attention to Bunny, the robot disappeared through the door at the top of the stairs.

Bunny, brushing some crumbs off his shoulders, leapt out of the trash can and followed the robot's trail. When he reached the doorway at the top ,Bunny saw the robot rolling towards him. Clutched in one claw was a small child's chair. In the other was an expensive vase.

"No! No! No!" shouted Bunny, "You were supposed to put the things you found on the basement floor into the trash, not things you find on the family room floor! Stop! Stop!"

"Warning! Warning! Danger! Danger! Obstruction in path!" announced the robot.

Bunny stretched out his paws to block the robot's progress. The robot did not stop. Instead it ran straight over Bunny.

When Bunny stood up he felt a little dizzy. He snapped out of his daze when he heard the crash of the vase as it broke when it hit the bottom of the trash can. Bunny realized if he didn't do something quick the robot would demolish the house. Bunny thought hard. He remembered a switch he'd seen on the back of the robot. He was certain it must be an off switch for FRED. If he could just throw that switch, the robot would probably stop dead in its tracks. If only he could just be certain that it really was an off switch.

While Bunny was thinking, the robot rolled past him headed into the family room again. Bunny tried to see the writing next to the switch as the robot went by, but the machine was moving too fast. Bunny thought about running upstairs to wake up Mugsy and getting him to stop the robot, but he remembered the big, brown dog's warning not to play with the robot without reading the instructions. Mugsy would be angry at him.

Bunny remembered the instruction manual was still in the basement. If he could look up the meaning of the switch in the book then he would know for sure...

Just then the robot rolled past him carrying a left sneaker and a remote control for the TV. As they crashed to the bottom of the trash can Bunny decided he didn't have time to look up the meaning of the switch in the manual. He hid behind the door and just as the robot came in, Bunny did a mighty rabbit jump after him, throwing the switch on the back of the robot.

The machine came to a sudden stop. Instead of sitting still, however, the robot began to shake harder and harder. Inside the machine there was a whirring sound that got louder and louder, like an engine revving up. Now that the robot wasn't moving ,Bunny could read the words next to the switch he had thrown. The label read "SPEED". With horror, Bunny realized that the switch had been set on "REGULAR" and he had turned it to "TURBO." With a screech of his tracks the robot took off.

Moving much faster than he had been before, the robot circled the family room, picking stuff off the floor and piling it underneath his other arm. A shoe, an umbrella, a magazine, and a chess board all disappeared into the trash before Bunny could even move.

The robot decided it was done in the family room and headed up the steps to the bedrooms. Bunny ran after it shouting, "No! No! Stop! Stop, you nuts and bolts ninny! Stop, I say."

The children must have not cleaned up their rooms before they left for school because the robot came back down the steps with its arms loaded with toys it had found on the floor. Books, tapes, cassette radios, clothes, even a toy rocket ship was in the robot's clutches as he headed for the trash can in the basement. Bunny had just enough time to dodge out of its way and avoid being run over again.

"Oh, no!" thought Bunny to himself as he heard the objects hit the bottom of the can. "What am I going to do?"

The robot shot past Bunny and headed upstairs. It was going so fast now that Bunny couldn't keep up. Bunny was halfway up the steps when the robot started down them again. Clutched in its right claw was Bunny's best friend, Blue Penguin.

"Help, Bunny, help," Blue Penguin called. "This thing has me and I don't know where it is taking me!"

Bunny stood in the robot's path and put up his paws. "Stop you-you supercilious, cybernetic short-circuit. Put my friend down!"

For a moment Bunny thought he was going to get run over again. But suddenly the robot's other claw reached out and Bunny was caught in its grip. The machine carried both of them down to the basement and dropped them with a thud into the very full trash can.

"Bunny," cried Blue Penguin as they climbed to the top of the can. "What is that thing and why did it throw us in the trash?"

"It's a robot," replied Bunny, "and it's-"

They had reached the top of the can and when they looked over the rim they saw the robot approaching. It must have believed it had finished its task because in its claw it held the tightly-fitting lid of the trash can.

"Bunny, if it puts the lid on the trash can we won't be able to get out. We'll go out with the trash," yelled the little penguin in a panic.

"Stop it! Stop it, you idiosyncratic, ill-bred, ignorant automaton," Bunny shouted in vain. The robot, ignoring Bunny's commands, raised the lid to slam it down on the can.

"Robot, PLEASE stop," a familar voice said.

The robot came to an immediate stop and the red lights in its eyes winked out.

The voice belonged to Mugsy. He had arrived at the top of the stairs just in the nick of time. Mugsy came down the stairs and helped Blue and Bunny out of the can.

"Mugsy, am I glad you showed up," said Bunny relieved. "I thought we were going for a ride in the garbage truck."

"Bunny," said Mugsy sternly, "did you start playing with the FRED-2000 without reading the instructions or waiting for me?"

"Well, just a little," admitted Bunny.

"A little?" said Mugsy. "Look at this mess. If you read the instructions you would have known that you are always supposed to say 'PLEASE' when you give the robot a command and never call it mean names. Otherwise it may not do what you want."

"You can say that again," commented Blue looking at the trash can that was now stuffed with valuable items from all over the house.

"Now you take all that stuff out of the trash can and put it back where it belongs," commanded Mugsy.

"Couldn't we get the robot to do it?" asked Bunny. "After all, it was really his-"

"You managed to run the robot's battery down to nothing, Bunny," said the big, brown dog. "It needs a rest. Besides, I think it would be a good lesson for you if you had to make things right."

"Come on," said Blue Penguin, "I'll help you put everything back."

"Great," replied Bunny walking to the trash can, "Let's start over here." After a couple of steps, Bunny turned around to look at the little blue penguin. Blue Penguin was just standing there and hadn't moved an inch.

"What's the matter, Blue?" asked Bunny.

"You forgot to say PLEASE."

THE END

EGRESADOS CECIE 2011 - 1ra promocion del CECIE 25 - DICIEMBRE 2011

It was with a great pealusure that we gave our certificates of  completed courses to the first promotion of the newly created CECIE 25th. The celebration was pretty nice as we had a lot...!: nice words from our Teachers, Head and Supervisor... warm farawell words from the promoted 6th-year-students, songs played on guitar and keyboard and shared by the whole school.. and drama with great actors and actresses among the students from 1st to 4th forms.. "A clever painter" and the company of parents and relatives. It was fun!!!  Here are some nice snapshots to keep in our minds and hearts!!!

HERE WE ARE!! Working in groups...

FOLLOW UP ACTIVITY: The three musketeers: My best part...

By Araceli Acapa - 2nd year - 1st shift - Teacher Laura

A Collage about clothes Working in groups. Materials: Pieces of cloth - Wool - Glue - Scisors - and...IMAGINATION!!

This is Sue. She's wearing a colourful t-shirt and Nice blue jeans. She is wearing yellow shoes. Sue has got beautiful blue hair. She's happy!!

Visitors from the USA at Cecie 25

On Monday, 24th October 2011 two young Univesity students from the USA, Russel and Mathew visited our school of languages and talked to our students in a sort of "press conference". Most of our students were very excited to have teh chance to talk to young native speakers and asked them lots of questions and told them about themselves and about Argentina, this is a special greeting of Russ and Matt for you all ...



      VIDEO GREETINGS !!!

CHILDREN ON THE STAGE!!!: "The Clever Painter":

A Funny Play!! Imagine...

LET'S TALK ABOUT FAMILIES    

WRITING LETTERS AND E-MAILS:

A description of my family By Araceli (2nd year - 1st shift)

HISTORY MAKERS

LET'S SING IN ENGLISH!!!

1912-2012 . 100 years since the Titanic sank in the Atlantic Ocean

RMS Titanic was a passenger liner that sank in the North Atlantic Ocean on 15 April 1912 after colliding with an iceberg during its first opening voyage from Southampton, UK to New York City, US. The sinking of Titanic caused the deaths of 1,514 people in one of the deadliest peacetime maritime disasters in history.

Let's sing the film song with Lyrics in English!!

VIDEOS

Learn with Cartoons

BIOGRAPHIES:

WRITING LETTERS AND E-MAILS

Let's have fun with activites:

Click on  the links..

Time for Exercises!!

Vocabulary

Centros de Idiomas próximos a esta zona: 

EXAMENES CLE INFORMACION _ FECHAS DE INSCRIPCION:

La Dirección Operativa de Lenguas Extranjeras ofrece a todo alumno/alumna de instituciones educativas del Gobierno de la Ciudad Autónoma de Buenos Aires (escuelas públicas y privadas) un conjunto de exámenes que responden a los criterios y contenidos del Diseño Curricular de Lenguas Extranjeras de la Ciudad de Buenos Aires

Esta certificación emitida por el Ministerio de Educación del GCBA acredita saberes y conocimientos en cinco lenguas y facilita la futura inserción del candidato en el mundo laboral y académico. Los exámenes CLE pueden rendirse sin ningún requisito previo y no son correlativos.

Los exámenes CLE constan de una prueba escrita que evalúa las capacidades de escucha, lectura y escritura en el idioma seleccionado y de una prueba oral que evalúa la expresión oral en lengua extranjera. Sólo los candidatos que se presentan a la prueba escrita pueden rendir el examen oral. El Certificado CLE CT (Comprensión de Textos) consta solamente de una prueba escrita.

• Exámenes CLE
• Contenidos de exámenes
• Ejemplos de tareas e ítems
• Ejemplos de tareas con audio
• Preguntas frecuentes
• Cronograma 2014
• Recomendaciones para docentes

Exámenes CLE

Los alumnos/alumnas que estén cursando la escuela primaria en la Ciudad de Buenos Aires tienen la posibilidad de acreditar sus saberes y conocimientos en lenguas extranjeras mediante las siguientes certificaciones:

• CLE CIPI (Ciclo de Idiomas Primaria Inicial) para los alumnos que estén cursando 4º y/o 5º grado.
• CLE CIP (Ciclo de Idiomas Primaria) para los alumnos que estén cursando los últimos grados la escuela primaria.

Los alumnos/alumnas que estén cursando la escuela secundaria en la Ciudad de Buenos Aires y han realizado distintos trayectos en su aprendizaje de lenguas extranjeras, pueden acreditar sus saberes y conocimientos en idiomas mediante las siguientes certificaciones:

• CLE CIC (Ciclo de Idiomas Corto) para alumnos/alumnas de escuela media que han estudiado el idioma seleccionado al menos 180 horas reloj o dos o tres años aproximadamente.
• CLE CIL (Ciclo de Idiomas Largo) para alumnos/alumnas de escuela media que han estudiado el idioma seleccionado al menos 300 horas reloj o cinco años aproximadamente.

Aquellos alumnos/alumnas que hayan estudiado lenguas extranjeras a lo largo de toda su escolaridad primaria y secundaria, tienen la posibilidad de acreditar sus saberes y conocimientos mediante dos certificaciones:

• CLE CIE (Ciclo de Idiomas Extendido) (corresponde al Nivel III del Diseño Curricular)
• CLE CIA (Ciclo de Idiomas Avanzado) (corresponde al Nivel IV del Diseño Curricular)
• CLE CT (Comprensión de Textos) para alumnos/alumnas que estén cursando la escuela secundaria y elijan acreditar solamente su capacidad lectora en lenguas extranjeras.

Esta certificación emitida por el Ministerio de Educación del GCBA acredita saberes y conocimientos en cinco lenguas y facilita la futura inserción del candidato en el mundo laboral y académico.

¿Cómo me inscribo para los exámenes CLE?

Los interesados en rendir exámenes CLE podrán realizar una preinscripción on-line,

LINK PARA ISCRIBIRSE:  https://www.buenosaires.gov.ar/areas/educacion/programas/cle

CIPI

●  Recordar que los candidatos que dan el examen CIPI son los que han estudiado el idioma

durante el primer tramo de la escolaridad primaria, y tienen alrededor de 9 años, ya que la

prueba está diseñada para este grupo etario y para un nivel de complejidad equivalente a esa

duración de estudios.

●  Destacar que es una experiencia que se espera tenga una repercusión positiva en el

aprendizaje de la lengua extranjera.

En relación con el examen:

●  Trabajar la producción escrita contextualizada, teniendo en cuenta los contenidos del DCLE

para ese nivel.

●  Al hacer trabajo oral en clase, practicar las "preguntas personales" para que los candidatos

estén preparados para dar información de sí mismos.

●  Intensificar el trabajo de los candidatos en los aspectos fonológicos de la lengua.

●  A los efectos de la práctica puede resultar útil consultar las actividades que se publican en la

página web del CLE.

CIC

●  Evitar la presentación de candidatos que superen ampliamente el nivel previsto en el examen

CIC o que aún no lo hayan alcanzado. Unos y otros pueden frustrarse en la experiencia.

●  Destacar que es una experiencia que se espera tenga una repercusión positiva en el

aprendizaje de la lengua extranjera.

En relación con el examen:

●  Propiciar en el aula la práctica de escritos contextualizados y la lectura de textos de

diferentes temas, géneros y tipologías próximos al campo de interés y experiencia de los

candidatos.

●  Trabajar con la mayor frecuencia posible la expresión oral, en particular la interacción entre

los alumnos, ya que a los candidatos, en general, les resulta dificultoso entablar diálogos en

lengua extranjera con otro par. Propiciar aquellas interacciones orales en las cuales los

alumnos tienen que resolver situaciones de la vida cotidiana.

●  Intensificar el trabajo de los candidatos en los aspectos fonológicos de la lengua.

●  Trabajar junto con los alumnos la producción escrita: El texto producido debe ser coherente

y reflejar cohesión, y no un texto fragmentado o de frases aisladas.

●  A los efectos de la práctica de escritura puede resultar útil consultar las actividades que se

publican en la página web del CLE.

●  Para desarrollar la comprensión lectora con alumnos CIC se remite al docente a los Aportes

Inglés

Ejemplo CIPI: El candidato ingresa a las 8:30 acompañado de los examinadores quienes proceden a la acreditación (control de documento) El examen escrito comienza a las 9:00 y finaliza a las 9:30. De allí el candidato pasa a la entrevista oral; la misma puede ser inmediatamente después de finalizar el escrito o dentro de la hora de finalización. Durante el turno de oral el candidato permanece en el aula acompañado de un examinador.

* La espera para rendir el examen oral corresponde a la permanencia del candidato en la sede examinadora durante la espera y el examen propiamente dicho. Al finalizar el examen escrito, un candidato puede pasar inmediatamente a la mesa del examen oral o puede tener que esperar a ser llamado. Por esta razón la duración del turno de oral puede variar.

I

The Statue of Liberty:

The Statue of Liberty is one of the most famous monuments in the world, The statue is 93 metres tall and it is in front of the New York harbour. It is made of 32.5 tons of copper.:

The statue was built for the hundredth anniversary of the American independence by a French sculptor called Frederic Bartholdi . It took 15 years to build it. The money for the construction came from lotteries and dinner parties. It was made in different sections and put in 250 boxes and shipped to America  The seven spikes of the statue represent the seven oceans. The statue’s face is the strong face of the sculptor’s mother. This statue was made with a lot of effort of the people and id a gift of France to the United States of America.

What to see:

Visitors can see the indifrr structure and take photos from the top it. They can buy souvenirs and visit the museum. On top there is a  revolving cafeteria . You can see all the city from there.

Advice to the tourists:

If are tired to go upstairs you can take a lift to the top.

You can visit the statue from 9.00 am to 6.00 pm

It’s a place to see!

BUENOS AIRES, My City.

I live in the city of Buenos Aires. it is he capital city of Argentina, my country. Buenos Aires is located on the West coast of the Rio de la plata quite opposite the city of Colonia in Uruguay. Founded by Don Pedro de Mendoza in 1532 Buenos Aries is one of the mosti improtant capial cities of South America. I like my city very much. There are lots of shops and shopping centres, theatres, cinemas, exhibitions, museums, etc.

Places to visit: The obelisk , the Cabildo ( where the first goverenemt took office in 1810) The Colon Theathre, The Art Gallery, Puerto Madero District, the newest and more modern part of the city with tall buildings and a nice port. La boca a typical area of italina immigrants and fishermen with Cantinas and Tango shows to see and visit. The Plaza de Mayo the main square of the city in front of the Government house or "Casa Rosada", Recoleta area,The Congress (National Parliament), Corrientes Street with lots of cinemas and theatres with the latest shows and films,

Typical food: Asado Criollo. I like it a lot!!!

Typical sport: Football. Maradonna, Messi, Batistuta, Teves are some examples of Argenitne Footballers famous around the world...

Typical Music: Tango. I don't like Tango too much it more my parent's generation music, but it famous all around the world and dance in many places.

I like my city a lot because it is beautiful, modern and there is a lot to see and do!!!

Here is a video about Buenos Aries. Watch it!!

Here is a video about Buenos Aries. Watch it!!

https://www.youtube.com/watch?time_continue=40&v=VR72zBK1MyU

Leer más: https://escuelasdaniel.webnode.com.ar/