Notes, summaries, assignments, exams, and problems for Teaching & Education

INTELIGENCIAS MÚLTIPLES:

1. Linguistic intelligence: the ability to use words effectively.
2. Logical/mathematical: the capacity to use number and reason effectively.
3. Visual-spatial: the capacity to recognize form, space, color, line…
4. Bodily/kinesthetic: the ability to use the body to express ideas and produce things.
5. Musical: the ability to recognize and perceive musical forms.
6. Interpersonal: to interact with the mascot, teacher or other students.
7. Intrapersonal: the ability of self-knowledge and self-understanding.
8. Naturalist: the ability to recognize and categorize plants, animals and other objects in nature.

COMMUNICATIVE LANGUAGE TEACHING (CLT)

It began in Britain in the 1960s. Characteristics: Language is used for communication. Hymes defines communicative... Continue reading "Approaches to Language Teaching and Learning" »

TOPIC 1: Language as Communication

1. Introduction (Krashen)

2. Language as Communication

2.1. Language Definition (Chomsky 57, Hall 64, Hockett 60)

2.2. The Communication Process (Jakobson 60)

2.3. Language as a Means of Communication (Widdowson 78)

3. Oral and Written Language (Halliday 89)

3.1. Development of Oral and Written Language (Skinner 57)

3.2. Development and Improvement of Oral Language

3.3. Development and Improvement of Written Language (Piaget)

3.4. Characteristics of Oral and Written Language (McLaren 95)

3.5. Pedagogical Implications

4. Factors Defining a Communicative Situation (Jakobson 60)

5. Functions of Language

6. Language as Communication in the Foreign Language Curriculum (RD126, Art7, Canale & Swain 80)

TOPIC 2: Communication

Ultimate Life Skills Checklist

Creative Skills

• Bake cupcakes
• Design a website
• Do magic tricks
• Edit photos
• Perform on stage
• Play in a band
• Ride a unicycle
• Speak in public
• Write a song
• Learn a foreign language
• Write computer code
• Make a video blog (vlog)

Practical Skills

• Learn first aid
• Learn to juggle

Personal Development Skills

Descriptive Words

• Boiling
• Delighted
• Disgusting
• Exhausted
• Fascinating
• Freezing
• Furious
• Gorgeous
• Horrific
• Huge
• Starving
• Terrifying
• Tiny
• Unforgettable

Relationship Phrases

• Ask out
• Look after
• Bring up
• Fall out with
• Make up with
• Meet up with
• Settle down with
• Get on with
• Go out with
• Hang

Essential Noun-Verb Transformations

• Operation - Operate
• Transplant - Transplant
• Suffering - Suffer
• Cure - Cure
• Prevention - Prevent
• Experiment - Experiment
• Cause - Cause
• Discovery - Discover
• Research - Research
• Treatment - Treat
• Development - Develop
• Clone - Clone

Common Suffixes for Word Formation

Suffixes: -ion, -ness, -ist, -ence, -ment

• -ist: Specialize → Specialist
• -ness: Sad → Sadness; Lonely → Loneliness
• -ment: Treat → Treatment; Enjoy → Enjoyment
• -ion: Depress → Depression; Connect → Connection
• -ence: Intelligent → Intelligence; Important → Importance

Essential Phrasal Verbs and Meanings

• Give up: Stop (deixar de)
• Go without: Not have (no tenir)
• Cut down on: Reduce (reduir)
• Call on: Visit (visitar)
• Take up: Start (començar)
• Turn off: Disconnect

I’ve already touched upon the personification of love as a baby, but let’s explore exactly why she’s chosen this disguise. First of all, there is the classic association between love and the winged baby, Cupid, who goes around firing his arrows and causing mischief by making people fall in love. That is certainly part of Wroth’s choice. However, there are other important connotations relating to babies that are essential to consider.

Our very nature teaches us to nurture the vulnerable; thus, the baby represents something that we care for and want to nurture. However, although we want to play the parental role, we acknowledge that it is a pretty thankless task – cleaning up all sorts of unmentionable stenches and bodily disasters.... Continue reading "Exploring the Complex Nature of Love in Wroth's Poetry" »

In my opinion, tree diagrams are useful for language teaching because they're a simple, clear, and uncomplicated way of representing a group of languages related through descent from a common ancestor. On a didactic level, tree diagrams are used to illustrate the analysis of surface structures and in grammar teaching. Tree diagrams can be useful and clear to illustrate the linguistic components. Chomsky is one of the most influential linguists of the 20^th century. He and all generativists perceive language as an innate ability. Humans are born with a set of rules in our head that generativists refer to as Universal Grammar. In addition, Chomsky's standards theory includes 4 main components: the base component which produces or generates basic

The CV

A CV is an opportunity to show an employer why you're an ideal candidate for the job. In this, you can show your relevant skills, experience, achievements, and potential.

Good CV

• All about me
• Need to convince
• Good impression
• Include your skills
• Stand out from the others
• Good grammar, spelling, etc.

Do

• Use a standard font size
• Include relevant and recent work experience
• Skills and achievements with evidence
• Keep it short
• Use positive action verbs
• Include career aspirations
• Be honest but positive
• Have someone check it

Don't

• Leave gaps in employment
• Lie
• Include irrelevant info

Bad CV

• Not in order
• Not good vocab
• Informal
• Not the best interests
• Not good experience

Possible Contents of a CV

• Personal details
• Personal career/profile
• Other headings, summary, achievements
• Education
• Work

Answer The following questions.

What Features of Mexico’s business culture is Joanna having difficulties dealing With?

She does not have a sufficient command od Spanish, so she Cannot answer questions about her country.

She is not used to having business breakfasts, and lunches Seem to go on too long.

She thinks that

NOUNS:

VERBS:

• THE CAUSATIVE (HAVE SOMETHING DONE)

Utilitzem un verb causatiu quan volem parlar d'alguna cosa que algú altre ha fet per nosaltres o per una altra persona.

Structure: Subject + have / get + object + past participle

Examples:

The students get their essays checked. (present)

I'll get my hair cut next week. (future)

He got his washing machine fixed. (past)

EXPRESSIONS:

GRAMMAR-TRANSLATION METHOD:

• Classical method
• No use of the L2 (target language) in class
• Long lists of vocabulary
• Reading and writing
• No listening and speaking
• Grammar and syntax very important
• Grammar taught deductively

DIRECT METHOD:

• Use of realia, pictures or pantomime
• No translation
• Students speak in the target language
• The SYLLABUS used in the Direct Method is based upon situations or topics
• Grammar taught inductively
• Students practice vocabulary by using new words in complete sentences
• Language is primarily spoken, not written
• Self-correct
• Teacher and students are more like partners

AUDIO-LINGUAL METHOD:

• Oral based approach
• Based on behavioural psychology
• Imitation and repetition
• DRILLS
• Oral work (reading and written work)
• LAWS: Law of contiguity, Law of exercise,