Because you worth it.
Impossible is nothing.
Think different.
Friday, 7 December 2018
Monday, 3 December 2018
SELF ASSESMENT
This term I have improved translation and vocabulary in the second exam. I think I have improved my speaking also. This term I enjoyed lots of things, for example the sway presentation about a social media. I really like the classes. The next term I have to improve more the speaking and my writing.
Sunday, 2 December 2018
VOCABULARY ABOUT SHOPPING
Bargain: something that us cheaper than usual.
Refund: Pay back to someone.
Suppplier: Someone that provides goods.
Browse: Look in a relaxed way things in a shop.
Purchase: Buy something.
Consumer: Someone that buy or uses services.
Refund: Pay back to someone.
Suppplier: Someone that provides goods.
Browse: Look in a relaxed way things in a shop.
Purchase: Buy something.
Consumer: Someone that buy or uses services.
Sunday, 25 November 2018
Physical condition.
1. What is the FNP? Explain all its phases and give an example for the quadriceps and another for hamstrings.
The propioceptive neuromuscular facilitation is a method to improve your flexibility in a short period of time. It is the most efficient and quick method to improve flexibility. At first it was a therapeutic and reabilitator method but then it integrates in the physical activity.
Phases:
1-: First we strech the muscle around 20 seconds.
2-: Then 8 seconds of isometrical contraction.
3-: Now 3-5 second of relax.
4-: And now another 20 seconds of streching.
QUADRICEPS
You have to stay in the wall and your partner takes up your leg around 20 seconds. Your partner has to put his arm on your hip to fix it. After 20 seconds you do contraction trying to go down with your leg 8 seconds but your partner won't allow you. After this you will relax 3-5 seconds and then your partner will strech you again another 20 seconds.
HAMSTRINGS
You sit down with your feet in the wall. Your partner will put his hands on your shoulders. You will try to touch your feet around 20 seconds. Then you will do isometrical contraction trying to go back. Then you will rest 3-5 seconds and your partner will strech you another 20 seconds.
2. Explain the General Syndrome of adaptation and all its phases. Give an example.
GAS is a thrre-stage response that the body has to stress. Hans Selye a Vienna born working in the past century, was the first person to describe GAS. Selye found that rats displayed a similar set of physical responsens to several different stressors.
The scienstist explained gas as the body's way of adapting to a perceived to better equip it to survive
Phases.
1-: Alarm reaction: At the alarm reaction stage, a disstress signal is sent to a part of the brain called hypothalamus. The hypotalamus enables the release of hormones called glucocorticoids.
Glucocorticoids trigger the release of adrenaline and cortisol, which is a stress hormone. The adrenaline gives a person a boost of energy. Their heart rate increases and their blood pressure rises. Meanwhile, blood sugar levels also go up.
2-: Resistance: During the resistance stage, the body tries to counteract the physiological changes that happened during the alarm reaction stage. The resistance stage is governed by a part of the ANS called the parasympathetic.
The parasympathetic branch of the ANS tries to return the body to normal by reducing the amount of cortisol produced. The heart rate and blood pressure begin to return to normal.
3-: Exhaustion stage: After an extended period of stress, the body goes into the final stage of GAS, known as the exhaustion stage. At this stage, the body has depleted its energy resources by
continually trying but failling to recover from the initial alarm reaction stage.
Once it reaches the exhaustion stage, a person's body is no longer equiped to fight stress.
Examples:
A relationship breakdowns.
Losing a job.
Medical problems.
3. Explain the Threshold Law by Arnold Schult. Illustrate with an example.
The intensity of training is decisive in the results of this. This, accoirding to the Law of the Ural or of Schultz-Arnodt, the training stimulus must overcome a threshold of intensity to be able to trigger an adaptation response that is, to serve as something.
1. Stimulus below the threshold: They don't have effects or require any recovery. For example, if in try to do weights lifting a ballon.
2. Effects above the threshold:
Of medium intensity: they have a function of maintenance of the functional level in short periods of time.
Optimal: they develop the functioanl level, that is, they train and they are the most typical of the athletes.
Exceedingly strong: they cause functional damage and can lead to overtraining and injuries.
The optimum threshold to work the force is 30-40% of our maximun possibilities. In resistance: at least we must work between 50-60% of the maximun cardiovascular possibilities. In speed: the stimuli have to be maximum, with what is reached 90-100%.
4. What is the training load and what are its components? Explain them and give an example of each component.
Is the amount of work done by and individual body called as load. Load is the psychological and physiological demand put on the organism through motor stimuli resulting in improvement and maintenance if higher permormance capacity.
There are two types of load: External and internal load.
Components:
Volume: In couple of words, training volume is the amount of work done. For example if I do exercise for 30 minutes the volume is 30 minutes.
Intensity: Is how hard you train. If I traing at 100% the intensity is 100%
Frequency: Is how often you perform certain exercise. For example you can practise an exercise 3 or 4 times a week.
Density: The relation between work and pause of each load. An example is reduce fatigue through complete breaks.
5. Explain the principles of training according to the classification of Oliver (1985) and Zintl (1991)
Training principles are defined as the general rules that are applied in any type of sports training, or that happened by applying an stress to the human body.
Oliver establishes the following categories to classify the different principles:
- Principles related to the stimulation of physical conditioning.
This says that the traininig stimulus must overcome a certain threshold of intensity to be able to initiate an adaptive reaction, to have an effect in the training.
- Principles related to the systems to which said stimulus is directed.
A stimulus is any change that is capable of producing a response from the organism. The receptors are very specialiszed structures capable of perceiving the stimuli and converting them into nervous impulses. There are two groups. Internal and external.
- Principles related to the response to said stimulus.
The stimuli respond to reactions of the environment or their own, and are subject to the nature of the action that precede it becoming a situational chain in which the process is repeated, being: A stimulus that precedes a perception and this causes an action, where the cycle returns and repeats itself because the action is the stimulus that precedes another perception that originates another action.
Zintl encompasses its proposed principles in three groups:
- Those who initiate the adaptation.
The adaptation to physical effort in the development of basic physical abilities. Following the definition of Alvarez del villar, the adaptation is the ability of living beings to maintain a constant balance of their functions before the stimuli that affect them.
- Those that guarantee adaptation.
In a complete macrocycle, we will have mesocycles or microcycles in which we need to perform very strong stimuli, but we must know how to control stages and guide our training correctly bases on our objetives. I repeat we can't always train heavy, since, our central nervous system would not support it, and our muscles either.
- Those who exercise a specific control of adaptation.
Those who exercise specific control over adaptation. In order to make adaptation processes specific for each person, it is necessary to follow some principles, for example the individualization. Training loads should be specifically oriented towards the personal and individual person: ( age, sex, motor skills)
1. What is the FNP? Explain all its phases and give an example for the quadriceps and another for hamstrings.
The propioceptive neuromuscular facilitation is a method to improve your flexibility in a short period of time. It is the most efficient and quick method to improve flexibility. At first it was a therapeutic and reabilitator method but then it integrates in the physical activity.
Phases:
1-: First we strech the muscle around 20 seconds.
2-: Then 8 seconds of isometrical contraction.
3-: Now 3-5 second of relax.
4-: And now another 20 seconds of streching.
QUADRICEPS
You have to stay in the wall and your partner takes up your leg around 20 seconds. Your partner has to put his arm on your hip to fix it. After 20 seconds you do contraction trying to go down with your leg 8 seconds but your partner won't allow you. After this you will relax 3-5 seconds and then your partner will strech you again another 20 seconds.
HAMSTRINGS
You sit down with your feet in the wall. Your partner will put his hands on your shoulders. You will try to touch your feet around 20 seconds. Then you will do isometrical contraction trying to go back. Then you will rest 3-5 seconds and your partner will strech you another 20 seconds.
2. Explain the General Syndrome of adaptation and all its phases. Give an example.
GAS is a thrre-stage response that the body has to stress. Hans Selye a Vienna born working in the past century, was the first person to describe GAS. Selye found that rats displayed a similar set of physical responsens to several different stressors.
The scienstist explained gas as the body's way of adapting to a perceived to better equip it to survive
Phases.
1-: Alarm reaction: At the alarm reaction stage, a disstress signal is sent to a part of the brain called hypothalamus. The hypotalamus enables the release of hormones called glucocorticoids.
Glucocorticoids trigger the release of adrenaline and cortisol, which is a stress hormone. The adrenaline gives a person a boost of energy. Their heart rate increases and their blood pressure rises. Meanwhile, blood sugar levels also go up.
2-: Resistance: During the resistance stage, the body tries to counteract the physiological changes that happened during the alarm reaction stage. The resistance stage is governed by a part of the ANS called the parasympathetic.
The parasympathetic branch of the ANS tries to return the body to normal by reducing the amount of cortisol produced. The heart rate and blood pressure begin to return to normal.
3-: Exhaustion stage: After an extended period of stress, the body goes into the final stage of GAS, known as the exhaustion stage. At this stage, the body has depleted its energy resources by
continually trying but failling to recover from the initial alarm reaction stage.
Once it reaches the exhaustion stage, a person's body is no longer equiped to fight stress.
Examples:
A relationship breakdowns.
Losing a job.
Medical problems.
3. Explain the Threshold Law by Arnold Schult. Illustrate with an example.
The intensity of training is decisive in the results of this. This, accoirding to the Law of the Ural or of Schultz-Arnodt, the training stimulus must overcome a threshold of intensity to be able to trigger an adaptation response that is, to serve as something.
1. Stimulus below the threshold: They don't have effects or require any recovery. For example, if in try to do weights lifting a ballon.
2. Effects above the threshold:
Of medium intensity: they have a function of maintenance of the functional level in short periods of time.
Optimal: they develop the functioanl level, that is, they train and they are the most typical of the athletes.
Exceedingly strong: they cause functional damage and can lead to overtraining and injuries.
The optimum threshold to work the force is 30-40% of our maximun possibilities. In resistance: at least we must work between 50-60% of the maximun cardiovascular possibilities. In speed: the stimuli have to be maximum, with what is reached 90-100%.
4. What is the training load and what are its components? Explain them and give an example of each component.
Is the amount of work done by and individual body called as load. Load is the psychological and physiological demand put on the organism through motor stimuli resulting in improvement and maintenance if higher permormance capacity.
There are two types of load: External and internal load.
Components:
Volume: In couple of words, training volume is the amount of work done. For example if I do exercise for 30 minutes the volume is 30 minutes.
Intensity: Is how hard you train. If I traing at 100% the intensity is 100%
Frequency: Is how often you perform certain exercise. For example you can practise an exercise 3 or 4 times a week.
Density: The relation between work and pause of each load. An example is reduce fatigue through complete breaks.
5. Explain the principles of training according to the classification of Oliver (1985) and Zintl (1991)
Training principles are defined as the general rules that are applied in any type of sports training, or that happened by applying an stress to the human body.
Oliver establishes the following categories to classify the different principles:
- Principles related to the stimulation of physical conditioning.
This says that the traininig stimulus must overcome a certain threshold of intensity to be able to initiate an adaptive reaction, to have an effect in the training.
- Principles related to the systems to which said stimulus is directed.
A stimulus is any change that is capable of producing a response from the organism. The receptors are very specialiszed structures capable of perceiving the stimuli and converting them into nervous impulses. There are two groups. Internal and external.
- Principles related to the response to said stimulus.
The stimuli respond to reactions of the environment or their own, and are subject to the nature of the action that precede it becoming a situational chain in which the process is repeated, being: A stimulus that precedes a perception and this causes an action, where the cycle returns and repeats itself because the action is the stimulus that precedes another perception that originates another action.
- Those who initiate the adaptation.
The adaptation to physical effort in the development of basic physical abilities. Following the definition of Alvarez del villar, the adaptation is the ability of living beings to maintain a constant balance of their functions before the stimuli that affect them.
- Those that guarantee adaptation.
In a complete macrocycle, we will have mesocycles or microcycles in which we need to perform very strong stimuli, but we must know how to control stages and guide our training correctly bases on our objetives. I repeat we can't always train heavy, since, our central nervous system would not support it, and our muscles either.
- Those who exercise a specific control of adaptation.
Those who exercise specific control over adaptation. In order to make adaptation processes specific for each person, it is necessary to follow some principles, for example the individualization. Training loads should be specifically oriented towards the personal and individual person: ( age, sex, motor skills)
Friday, 2 November 2018
VOCABULARY
ADJETIVES
Supportive: A supportive person is someone that every time is there to help you.
Outgoing: Someone who is very extrovert, that has lots of friends.
Truthful: Someone who always tells the true.
Eager: Someone who always is ready to do things.
Thursday, 18 October 2018
IDIOMS
Here are some idioms.
Aching heart: A feeling of sadness or pain that one has when love has been lost or has faded
Eat one's heart out: Felling negative emotions like jealousy, anguish or bitterness about something.
Follow one's heart: To do something according to one's felling.
Have a heart of stone: To be cold and unfriendly; showing no sympathy to others.
Heavy heart: A feeling of unhappiness or being weighed down with sorrow.
Heavy heart: A feeling of unhappiness or being weighed down with sorrow.
Tuesday, 25 September 2018
Tuesday, 19 June 2018
SELF EVALUATION
Now I can distinguish better the tenses. I can do better the listening. I have improved my pronunciation and entonation in Michael's classes. I can understand faster the readings than one year ago. I have improved all the skills and I have learnt a lot of vocabulary.
Monday, 4 June 2018
HOW TO DO THE SUPERMAN
1 This is the inicial position to do the superman.
2. Then you have to put up the left or therightarm and the opposite leg keppin the back straight.
3 Repeat it sometimes. It is a good exercise to include in your exercise rutine.
2. Then you have to put up the left or therightarm and the opposite leg keppin the back straight.
3 Repeat it sometimes. It is a good exercise to include in your exercise rutine.
Thursday, 31 May 2018
VOCABULARY UNIT 8 AND PHRASAL VERBS.
Personallity adjectives
Selfish: caring only or chiefly for oneself.
Jealous: full of a feeling of resentment or anger about someone's success, achievements, advantages
Thoughtful: showing consideration or care for others considerate.
Charming: A power of pleasing.
Phrasal verbs:
I get on well with my parents most of the time and I think we have a good relationship . WhenI have a problem, they are the first people that I turn to for help. For
example, if people at school pick on me, they will always be very sensitive and
helpful. My parents also put up with me when I´m moody or lazy. Luckily, we
don´t fall out very often, but when we do, we make up and forget about it
quickly! I really look up to them and respect them, but there´s one thing that
really annoys me. My mum always tells me off when I do something wrong, even for
small things like leaving my shoes in the wrong place. The worst thing is that
she tells me off in front of my friends . It´s so embarrassing.What should I do?
Tuesday, 15 May 2018
FUNCTIONAL LANGUAGE
How is it cooked?
It's cooked on the grill/ in the oven / in a pan.
What's that made with?
What does it come with? / What is it served with?
It comes with.. / It's served with...
What has it got on / in it?
It's got.... on / in it.
That smells / tastes / looks / sounds...
I don't like the smell / look / sound / taste of that!
I'm fond / I'm not very fond of...
I'm keen / not very keen of...
VOCABULARY UNIT 6
Dump: to throw away or discard.
Poison: a substance that taken into the body can damage it or make different injuries.
Bury: to put in the ground and cover with earth.
Poison: a substance that taken into the body can damage it or make different injuries.
Bury: to put in the ground and cover with earth.
Friday, 23 March 2018
SELF-ASSESMENT
The next evaluation I have to improve my handwritting and my pronunciation. I have to practise this aspects listening to videos of pronunciation. Now I can difference between past simple and past perfect. Outside I go to an academy to practise English.
Saturday, 17 March 2018
VOCABULARY OF THE BOOK
Jealous: envious.
Fastener: a device to close something.
Naked: without clothes.
Arguing: fighting
Brave: showing courage or valour.
Fastener: a device to close something.
Naked: without clothes.
Arguing: fighting
Brave: showing courage or valour.
VOCABULARY UNIT 5
Burglar: someone who stole things.
Traffic wardens: the person who checks the tickets of the cars.
Traffic wardens: the person who checks the tickets of the cars.
VOCABULARY UNIT 4
Tap: to give a touch to the scream.
Browse: search information in te webs.
Amusing: enjoyable.
Friday, 9 March 2018
HEALTHY MEAL
I'm Mario and I'm going to do with David a healthy meal. We are going to do an omelette but with something special.
1-The ingredients.
The ingredients are: Olive oil, tuna, two eggs, ham york, one strawberry, some bread and one tangerine.
2-Beat the eggs.
We crash the eggs and we beat them in a bowl. And we add the tuna into the bowl.
3-Put the eggs in a pan and cook it.
1-The ingredients.
2-Beat the eggs.
We crash the eggs and we beat them in a bowl. And we add the tuna into the bowl.
3-Put the eggs in a pan and cook it.
We put the baked eggs in a pan and we wait around five minutes then we turn it and wait something mora and you have the omelette.
4- We give an special form.
We decorate the omelette with the strawberry the tangerine the ham york and the bread (with integral flour) AND WE HAVE THE SEPECIAL OMELETTE!
Tuesday, 13 February 2018
VOCABULARY OF UNIT 4
Embarrassing:When you made something and you feel bad.
Tap: Press or touch a scream.
VOCABULARY UNIT 3
Bargain: Something that is very good and it is very and have a low cost.
Brand: The company that made the product.
Saving up: Save money to buy something.
Brand: The company that made the product.
Saving up: Save money to buy something.
Sunday, 28 January 2018
DIALOGUE
FUNTIONAL LANGUAGE
-REACHING AN AGREEMENT-
I suggest (I, you, we, etc,).../Why don't we...?/
Let's.../ Shall we ...?/ We could (+ infinitive)
What about...? /How about,,,? (+ing)
I'm happy to... (+infinitive)
That sounds like a good plan/great idea
That works for me/ doesn't work for me
That's not a bad idea but how about ...?(+ing)
That could be a bit difficult. What about...? (+ing)
How soes that sound?
Do we all agree?
Is everyone happy to go with that idea?
Let's.../ Shall we ...?/ We could (+ infinitive)
What about...? /How about,,,? (+ing)
I'm happy to... (+infinitive)
That sounds like a good plan/great idea
That works for me/ doesn't work for me
That's not a bad idea but how about ...?(+ing)
That could be a bit difficult. What about...? (+ing)
How soes that sound?
Do we all agree?
Is everyone happy to go with that idea?
DIALOGUE
ALEX - Ok , so we need to get a birthday present for Pepe.
MARIO- We could by him a football.
NACHO - That doesn´t work for me , because he prefers basketball.
ALEX - I suggest we buy him a basketball.
NACHO - No , he has eight basketballs. What abaut buying a jacket?
MARIO - That sounds like a great idea.
ALEX - No , I have a better idea. Why don´t we get him a PS4. Do we all agree?
NACHO - That sound like a good plan.
MARIO - Is everyone happy to go with that idea?
ALL - Oh yes. We all agree. Let´s go and buy it !
Subscribe to:
Posts (Atom)