Notes, summaries, assignments, exams, and problems for Teacher training

Evaluating Vocabulary in Coursebooks

Teachers should consider the following steps when evaluating vocabulary in a coursebook:

• Aims: Evaluate in relation to vocabulary.
• Lexicon and Methodology: Evaluate the particular lexicon and methodology.
• Selection: Does the book explain its vocabulary selection?
• Presentation: How is vocabulary presented?
• Retention: Is there a focus on how words are retained?
• Teacher Support: How much guidance does the teacher's book give on techniques for teaching meaning?

Resources for Vocabulary Teaching

• Good monolingual dictionaries
• A bank of word puzzles
• Topic-based crosswords
• A visual aids library

Teaching Grammar Effectively

Key Considerations for Grammar Instruction

• Grammar is necessary to express precise meanings in discourse.

TEAM WORK

TEAM WORK: Can you imagine a school that works with a team work system? Well, I can. Today, in the school there is a new way of teaching where school goals are decided among all teachers. In this way students get better results.

Benefits of Cooperative Learning

First of all, I think is great idea replacing the old ways of teaching for cooperative work system. Cooperative learning is presented as one of the tools that starts and develops the transmission of these essential values for life in society.

Cooperative learning promotes coexistence from accepting differences, while remaining a powerful integration tool, understanding and inclusion, along with a methodology which seeks to ensure quality learning. In this method working with projects...

The Environment (Ingurugiroa)

Nouns

• Air pollution (aire kontaminazioa)
• Chemicals (produkto kimikoak)
• Conservation (zainketa)
• Deforestation (deforestazioa)
• Exhaust fumes (ihes kea)
• Increase (handitu / hazkundea)
• Land pollution (lur kutxadura)
• Landfill (lur beteak)
• Litter (zaborra)
• Nuclear power (energia nuklearra)
• Oil spill (petrolio-isurketa)
• Petrol (petrolioa)
• Pollutant (kutsagarria)
• Rubbish (zaborra)
• Smoke (gas, kea)
• Toxic waste (hondakin toxikoak)
• Water pollution (ur kontaminatua)
• Ecological disaster (desastre ekologikoa)

Verbs

• Care about (zaintzeko buruz / arduratu)
• Cut down (moztu)
• Damage (kalteak eragin / kaltea)
• Decompose (deskonposatzea)
• Destroy (suntsitu)
• Harm (kaltea)
• Increase (hazkundea / handitu)
• Protect (babestu)
• Recycle (birziklatu)
• Save (aurreztu / salbatu)

Personality adjectives

• Badly-behaved / mal educado; Adolescent / adolescente
• Big-headed / cabezón, terco, engreído
• Cold-hearted / sin compasión
• Level-headed / racional
• Narrow-minded / cerrado de mente
• Open-minded / tolerante, abierto de mentalidad
• Short-tempered / de malas ganas, irritable
• Strong-minded / decidido
• Thick-skinned / insensible
• Two-faced / falso, hipócrita
• Warm-hearted / amable, generoso
• Well-behaved / bien educado

Phrasal verbs

• Fall out / caer (hacia afuera)
• Take after / parecerse, asemejarse
• Go out / salir
• Grow up / crecer
• Grown up / madurar
• Hang out / pasar el rato
• Split up / romper (relación)

Dress code, interviewer, employers and job vocabulary

Dress code, interviewer, task, application, candidate, employers, research, field, reference, requirements

Crime

Chemical Nomenclature: Acids, Hydroxides and Salts

40. H₃PO₃ – Trioxofosfato (III) de hidrógeno – Ácido trioxofosfórico (III) – Ácido fosforoso

41. H₄SiO₄ – Tetraoxosilicato (IV) de hidrógeno – Ácido tetraoxosilícico (IV) – Ácido silícico

42. H₄As₂O₅ – Pentaoxodiarseniato (III) de hidrógeno – Ácido pentaoxodiarsenioso (III) – Ácido piroarsenioso

43. H₂WO₄ – Tetraoxowolframato (VI) de hidrógeno – Ácido tetraoxowolfrámico (VI) – Ácido wolfrámico

44. H₂Cr₃O₁₀ – Decaoxotricromato (VI) de hidrógeno – Ácido decaoxotricrómico (IV) – Ácido tricrómico

45. HNO₂ – Dioxonitrato (III) de hidrógeno – Ácido dioxonítrico (III) – Ácido nitroso

46. HBrO₃ – Trioxobromato (V) de hidrógeno – Ácido trioxobrómico

Letter of Appointment

Dear Mr. Ryder,

Following our final interview stage, we are pleased to inform you that you have exceeded all our expectations for the position of Chief of Sales at our headquarters.

Enclosed, please find two copies of the employment contract. Kindly sign both copies and return them to Mr. F. Barbier, Head of Human Resources. The other attached forms provide information on:

• Retirement assessment
• Dining room staff
• Social club and sports facilities
• Fringe benefits
• General company policy

Employee Reference

TO WHOM IT MAY CONCERN

My name is Salvador Gutierrez, Director of the Commercial Expeditions Department at PECOS Consulting SA. I am writing to recommend Mr. Antonio Manzano López.

I worked with Mr. Manzano on the "CIDER RED" project...

Types of Conjunctions in Spanish

Coordinate Conjunctions

These connect elements of equal grammatical rank.

• Juxtaposed: I came, I saw, I conquered
• Coordinated (P1 - P2)
• Copulative: (y, e) Example: John studied and Anna works
• Adversative: (pero, mas, sin embargo) Example: We played well but lost
• Disjunctive: (o, u) Example: Either you come or stay
• Distributional: (ya...ya, bien...bien, unos...otros) Example: Some are playing, others do the task

Subordinate Conjunctions

These connect a subordinate clause to a main clause.

Substantive Conjunctions

These act as a noun phrase.

• Substitute for nouns or pronouns
• The conjunction acts as a link
• Subject: Example: I am concerned that I should study hard.
• (CD) Example: Andrew thinks that Carlos was right.
• (CN) Example: We

Periphrasis of Obligation

Periphrasis of obligation refers to constructions that express necessity or duty.

Personal Obligation

To know the subject. For example, 'having + to + infinitive'. We've analyzed the components.

Impersonal Obligation

• 'Having + to + infinitive': This problem must be analyzed.
• 'Need + infinitive': A bicycle helmet must be worn.
• 'Was necessary + infinitive': It is necessary to give blood.
• 'Need to be + infinitive': No need to look under the microscope.

Adverbial Subordinate Clauses

Final Adverbial Subordinates (Purpose)

Conjunctions include: why, so that, in order that, for, in order to, so as to.

Causal Adverbial Subordinates

Conjunctions include: because, since, for, given that, as.

Consecutive Subordinates

Conjunctions include: so.

Are Schools Responsible for Teaching Oral Communication?

The traditional role of the school has focused on teaching reading and writing. Oral expression has historically been the most overlooked skill in language lessons, which typically prioritize grammar and literacy. It has long been assumed that children learn to speak on their own; however, the need to speak well—or better—has been an unappreciated necessity until recently.

In a modern conception of education focused on the integral formation of children, the language curriculum must expand its objectives to cover all aspects of communication. Current life demands a level of oral proficiency as high as that of written composition. A person who cannot communicate clearly and consistently...