De-stress – Creative writing – 10ºA

Na disciplina de Inglês está a desenvolver-se a atividade “De-stress!”, no âmbito do Plano da Turma. Pretende-se que os alunos elaborem textos de escrita criativa com o objetivo de desestressar e aprender a gerir emoções em contextos de maior pressão.

Message in a bottle

Probably March 29/ 2021 

Hello,

My name is Afonso Fernandes. I am 16 years old and if you are  reading this I need help! 

I was travelling by plane with my parents to the United States to go on vacation when suddenly the plane started to fall very fast, I don’t  remember very well what happened next because I must have passed out  when the plane fell into the water. 

I was woken up a while later by an old man and his granddaughter on a small  island in the middle of nowhere in the Atlantic Ocean. The weather is very hot and the island has some trees and fish. I don’t know how long we have been here… We are still surviving from some fish that we have caught and sleeping in a small hut that we have built with some sticks and palm leaves. 

I am afraid of not being able to survive so that I can see my parents and  friends again because I miss them so much and of course my room and home. 

Please send help! 

Afonso Fernandes, 10ºA

De-stress – Creative writing – 10ºA

Na disciplina de Inglês está a desenvolver-se a atividade “De-stress!”, no âmbito do Plano da Turma. Pretende-se que os alunos elaborem textos de escrita criativa com o objetivo de desestressar e aprender a gerir emoções em contextos de maior pressão.

Resultado de imagem para message in a bottle

Message in a bottle

Hello, 

My name is Marco and I am from Portugal, a small country next to Spain. I am a doctor, and I have two amazing children and a wonderful wife. Everything was perfect in my life, but like some people like to say, nothing lasts forever. In January 2035, I decided to go on a cruise, just me, as a spiritual retreat… The cruise was supposed to leave from Portugal and go on a journey all over Europe. First, the cruise went to Spain and then to England. When the cruise was on its way to Denmark an accident happened. I still don’t know how I survived and how I got to this island!

I have been here for more than a year. I am eating plants, fruit and fish! I never thought that I would miss meat and vegetables that much. I also miss my family, the clothes stores, the cinema, the cars and my work. I don’t know how long I am going to be left here by my own. I am going to put this message in a glass bottle, and throw it into the sea, not in the hope of being saved, but in the hope that someone knows my history.

Marco, February 2036

Daniel Gaspar, 10ºA

De-stress – Creative writing – 10ºA

Na disciplina de Inglês está a desenvolver-se a atividade “De-stress!”, no âmbito do Plano da Turma. Pretende-se que os alunos elaborem textos de escrita criativa com o objetivo de desestressar e aprender a gerir emoções em contextos de maior pressão.

Message in a bottle

IMG_256

28th October, 2020

Hello, I am Joaquim, thank you to read this letter, I am shipwrecked! I was on my vacation on a cruise in the Atlantic. Suddenly, a storm destroyed the cruise and my vacation, so I guess I am on an island in the Atlantic…

Fortunately, I am with my bag, which has a bottle of drinking water, some biscuits and a box of matches, a bit wet but I put it under the sun! Now they are dry and on this island there is some delicious fruit to eat, but the worst part of this island – I feel a bit alone and bored. On this island I only can see the ocean, play with sand or catch crabs. If there is someone who I can talk to, I would be happier than now.

Please call someone to rescue me, ASAP, thank you.

Banino Xu, 10ºA

De-stress – Creative writing – 10ºA

Na disciplina de Inglês está a desenvolver-se a atividade “De-stress!”, no âmbito do Plano da Turma. Pretende-se que os alunos elaborem textos de escrita criativa com o objetivo de desestressar e aprender a gerir emoções em contextos de maior pressão.

Message in a bottle

15th June 2020


I don’t know where I am! I just know that I am on a tropical island near Brazil. I am Paul and I think that I am 16 years old. I am Portuguese and I enjoyed playing with my friends, but I don’t know where they are now.
I was in Brazil on vacation with my family and they had the idea to travel on a cruise along the Brazillian coast. I just remember that the cruise hit a rock, but I don’t know why.
Last two weeks I’ve been alone! I don’t know where everybody is! Are they dead? That’s my greatest fear. I’ll pray to God a lot, so I can see them all again, I miss them a lot.
Lately, I’ve been a little weak and sad, because what I’ve been eating to be alive is bananas and mangoes. That’s what I’ve found on the last days.
I have nothing to do, so I will just pray and wait until someone sees this or the worst, die. Goodbye…

Bruno Serras, 10º A

De-stress – Creative writing – 10ºA

Na disciplina de Inglês está a desenvolver-se a atividade “De-stress!”, no âmbito do Plano da Turma. Pretende-se que os alunos elaborem textos de escrita criativa com o objetivo de desestressar e aprender a gerir emoções em contextos de maior pressão.

O primeiro texto elaborado individualmente foi “Message in a bottle”.

Message in a bottle
SOS! I need help, please read this message until the end!
My name is Margarida Saramago, I’m 15 years old and I’m Portuguese. I have been stuck on a remote island for three days. And here’s how it happened:
My family decided to travel to another country during summer vacation.
We left Portugal on a ship destined to Brazil. In the middle of the trip the ship started to sink, we were told that we had to get on the lifeboats to survive. Hours later the navy came to rescue everyone, we started to get on their ships, I was the last on the lifeboat when suddenly I fell into the ocean. Next thing I know, I’m alone on an island.
So, I’m writing this message, if someone is reading this please warn the authorities. I don’t know where I am, just that I’m probably near Cabo Verde (The navy that rescued us was from there).
I’m surviving by eating small fish, wild plants, fruits and berries. I sleep on a mattress of leaves and I take showers on a small waterfall.
Instead of spending my time on my phone or computer, like I did at home, I dive on the beach and explore the island, I discover new plants and animals every day. The island is actually very beautiful and the temperature is very hot. But I must be careful with the wild animals and the poisonous plants. I miss my family and friends everyday… I’m afraid of what might happen. I feel hopeless.

Margarida Saramago, 10ºA

Dia Europeu das Línguas 2020 – Falar com mais de 60 línguas diferentes

Europa: tão pequena e tão grande!

O continente europeu conglomera cerca de 50 países, 27 dos quais fazem parte da União Europeia. Assim, na Europa são falados mais de 60 idiomas diferentes, entre línguas oficiais, regionais e dialetos do povo.

Com vista a promover o multilinguismo e incentivar os cidadãos europeus a aprender novas línguas, foi instituído, por iniciativa conjunta do Conselho da Europa e da Comissão Europeia, o Dia Europeu das Línguas (DEL), que se celebra, todos os anos, no dia 26 de setembro, e se comemorou pela primeira vez em 2001.

Deste modo, e como todos os cidadãos devem conhecer o mundo que os rodeia os alunos da escola pesquisaram as diversas línguas e expressões idiomáticas em português, espanhol, francês e inglês, com o objetivo de melhorar a sua cultura e aprendizagem.

Foi um desafio do Departamento de Línguas aos alunos do Agrupamento que fizeram pesquisas sobre expressões idiomáticas e a expressão “Olá! Fala comigo!” em várias línguas da Europa com o objetivo de dar a conhecer a pluralidade linguística deste continente. Aqui fica o resultado! Diverte-te a aprender!…

Texto e fotos de Anaísa Marques, 12ºA

Projeto – Unir os Pontos – Connecting the Dots – 2019/2020 – DAC – Inglês e Biologia

O projeto que uniu os alunos dos cursos de Ciências e Tecnologias e de Línguas e Humanidades da turma A, do 11º ano numa logística e simbiose perfeitas! Uma sequência lógica de intervenção de cada um dos quatro grupos de alunos da turma A, do 11º ano que fez a conexão dos pontos, cada um com uma missão.

Na primeira missão, os investigadores/historiadores fizeram a pesquisa das quatro pandemias escolhidas e negociadas pelos líderes dos grupos – The Black Death, The Yellow Fever, The Spanish Flu, e, por fim, The Covid 19; na missão seguinte, foi a vez dos geógrafos traçarem em mapas a distribuição dos vírus, em termos de países de origem e populações infetadas; seguidamente, os biólogos indicaram os nomes científicos dos vírus, sintomatologias, meios de contágio, e formas de tratamento, e por último, os matemáticos fizeram o tratamento estatístico dos dados em termos de mortes, número de infetados, número de recuperados e impactos da vacinação, quando existente. Uma forma de simular comunidade científica a funcionar em torno de um problema comum e global. Um desafio muito motivador!

O projeto teve início no terceiro período do ano letivo 2019/2020 e envolveu 12 alunos do 11º ano ano regular e as professoras Sílvia Ramadas e Helena Antunes das disciplinas de Inglês e de Biologia e pretende ter continuidade neste ano letivo de 2020/2021 e assim ir unindo os pontos sequencialmente dos anos letivos, das aprendizagens, das nossa VIDAS!

The Triumph of Death by Bruegel, Prado Museum

Through this work, we the historians, aim to make other pandemics known like the one we’re living with now, The Covid-19, that emerged in Wuhan, Hubei in China. Another pandemic that we will address is The Black Plague, which was the most devastating pandemic in the history of mankind, which most resembled the end of the world in the first decade of the 14th century, it appeared in Central Asia. The third pandemic that we are going to study is The Spanish Flu, which, although it is called the Spanish flu, did not actually appear in Spain, and the most accepted theory is that it appeared in a military training camp in the United States.

Last but not least, we will study The Yellow Flu, caused by the yellow fever virus, transmitted by a specific mosquito, which appeared in Philadelphia in 1918.

With this work we intend not only to disclose the pandemics that we will talk about, but also to present the new American dream which is finding a cure for this great pandemic (coronavirus) that has been affecting everyone around us.

We intend to make a difference and sensitize our listeners as Steve Jobs in all his speeches does, show everyone that this is serious and that if we all protect ourselves (using a mask, washing our hands, keeping a safe distance from each other) in the end we will be alright.

Connecting the Dots is a project which emerged under module 3 – The World of Work of the English subject, based on the main concepts addressed in Steve Jobs’ speech with the same name.

It is by looking back that we can understand the present and look into the future. Thus, given the current pandemic situation that the modern world has been witnessing in recent months caused by the COVID19 virus, we were offered the challenge of studying and presenting the statistical results of 4 pandemics that have ravaged the planet throughout history. We have a mission, as researchers and mathematicians, we work as a team at a CO-LAB, collaborative work lab where ideas arise, our ideas to better understand and help us understand what’s happening and its impact on various sectors of society.

In times of pandemic crisis we feel FEAR! Fear of imminent contamination, but we also put our HOPE into a humble that is currently being discovered buy a vaccine or group immunity.

We would like to make here a bridge with the movie The Island that we saw in English classes and that brings us to these two concepts – FEAR and HOPE and to make parallel with the current situation.

Never had the world passed through such a situation!

Carrega nos links que se seguem para veres os resultados finais deste projeto

Textos da Professora Sílvia Ramadas e dos alunos de Inglês do 11º A