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

Here are some common English words and phrases with their meanings:

• A bit - a little
• Blog - online diary
• Bye - goodbye
• Getting on - making progress
• Hanging out - spending time together
• Hey - hello

Gerunds and Infinitives

Gerunds: (verbs ending in -ing) are often used after these verbs: admit, avoid, can’t stand, consider, don’t mind, enjoy, finish, give up, imagine, mention, miss, practise, resist, risk, start, stop, suggest, try.

Infinitives: (to + verb) are often used after these verbs: afford, agree, arrange, ask, attempt, beg, choose, dare, decide, expect, hope, intend, learn, manage, pretend, promise, refuse, seem, want.

Relationships and Feelings

Here are some words related to relationships and feelings:

• Parents (mother and father)
• Argument (disagreement)

ELEANITZ PROIEKTUA

The methodology is centred on the child’s psycho-cognitive needs. The sequencing of linguistic contents is done according to natural language acquisition processes and the classroom contexts. (Indirectly)

At the age of 4, children start learning English because of their flexibility and capabilities.

To learn a language it is necessary to use it, so the teacher has to create an “Only English” communicative situation. (Interaction)

Their basic teaching technique is “the format”.

There are two different types of formats:

1. Non-narrative formats are everyday repetitive situations; for example, beginning a class.
2. Narrative formats are collective and repeated dramatisations of stories based on life experiences; for example, role-

Jonathan's Mysterious Encounter

Every afternoon, after school, Jonathan's mother sent him to gather fruits in the forest. She needed the fruits to make dried fruit snacks to sell because they were very poor. Sometimes, Jonathan lied, claiming illness, simply because he didn't want to go.

One afternoon, while picking fruit, Jonathan heard someone call his name. "Jonathan!" He turned and saw someone hidden behind a tree trunk. It was a boy wearing strange clothes: sharp-pointed shoes, a brown coverall, and a narrow hat with feathers. The boy's ears were also pointed.

Frightened, Jonathan ran. As he fled, he heard the boy call out, "Jonathan! Come back, I won't hurt you. I just want to talk and give you a gift." Jonathan stopped. The boy emerged... Continue reading "Jonathan's Mysterious Encounter in the Forest" »

What is a monopoly?

The exclusive possession or control of the supply or trade in a commodity or service. (Microsoft)

What is an oligopoly?

A market structure in which a few large firms dominate a market (Video Games: Nintendo, Sony, Blizzard)

What is limited competition?

Many producers and sellers but only a few products (radio)

What is the difference between direct payments and indirect payments?

Direct: when a firm buys a product
Indirect: when a firm makes money off of ads

What is synergy?

Refers to any promotion and sale of different versions of a media product across the various subsidiaries of a media conglomerate

Regulation by marketplace

There's no need for regulation if there exists enough of an outside competitive force

Postmodern media conglomerate

Disney... Continue reading "Understanding Media: Monopoly, Oligopoly, and Limited Competition" »

Structure of the CEFRL

The CEFRL is divided into 9 chapters + 4 annexes. Let's see each of them:

• Chapter 1. Aims and objectives according to what the Council of Europe says. Main objective => Plurilingualism.

• Chapter 2. Approach. Communicative competences. Use of language.

• Chapter 3. Common reference levels

• Chapter 4. Use of language and language user.

• Chapter 5. User competences.

• Chapter 6. Teaching-learning process

• Chapter 7. Tasks and roles involved in the teaching-learning process.

• Chapter 8. Linguistic diversification and curriculum

• Chapter 9. Assessment.

• Annex 1. Development of proficiency descriptors.

• Annex 2. Illustrative descriptors (according to the CEFR levels)

• Annex 3. DIALANG scales and project.

• Annex 4. ALTE 'Can Do' statements.

What are

Sensory Experiences

The Five Senses: Hearing, sight (vista), smell, taste, touch.

Descriptive Words: Blinding (cegador), bright (brillante), crunchy, dark, deafening, faint (suave), fragrant, hard, rich (abundante), rough (áspero), silent, slimy (empalagoso), smooth (suave), soft (blando), spicy, stinky, sweet.

Verbs Related to Senses: Feel (sentir), gaze (mirada), hear, listen, look, savor, see, smell, sniff, stroke (acariciar), swallow, taste, touch, watch.

Adjectives and Cultural Activities

Adjectives: Additional, adventurous, basic, careful, cautious, countless, medical, noisy, original, painful, practical, slimy, stinky, traditional, universal, active, agreeable, different, dominant, insistent, pleasant.

Cultural Activities & Verbs: Come... Continue reading "Sensory Experiences, Actions, and Human Interactions" »

Cover Letter

Dear Mr. Rodriguez,

I am writing to express my interest in the Shop Assistant position at Fotoprix, as advertised.

Relevant Experience

• Waiter, Hotel Front Maritim
• Auxiliary Assistant, Fotoprix
• Cashier, Caprabo

Education

• Upper Vocational Training in Management and Commercial Space (currently pursuing)
• Secondary School Diploma, Xxv Olimpiada
• Middle Training in Commerce

Skills and Qualifications

• Fluent in Spanish and Catalan
• Excellent customer service skills
• Experience in sales and retail operations
• Strong work ethic and attention to detail

Availability

I am available for immediate employment.

Contact Information

Please feel free to contact me at 66666 or [email protected].

Thank you for your time and consideration.

Sincerely,

Israel Soria

*During the course we have learned five strategies about teaching English with greater confidence. First, it is essential to create a safe environment. The classroom should be a place where the student feels comfortable.-In this way, it's important a good relationship between the entire educational community. Creating an environment that strengthens the autonomy and overall making the student feel part of a group not only focusing on the academic environment.-The second strategy is dedicated solely to the teachings in terms of reflecting on your own relationship with the English. The teacher has to be realistic about what he knows, keeping in mind that his knowledge is the basis of learning or any group of students.-The next strategy, is not... Continue reading "Teaching English with Confidence: Strategies and Reflections" »

CV

Personal Details

Address / Home Tel. No. / Mobile Number / Email

Profile

An outgoing and professional tourism graduate, with experience in different areas including entertainment and leisure, and food and beverages. Looking to put into practice academic ability and work experience in the entertainment and leisure sector.

Education and Qualifications

2012-present BA in Tourism Management, University of Salamanca

Specializing in entertainment and leisure

Work experience at the Theatre of Salamanca and the Leisure Centre in Madrid.

Volunteer Experience

2008-2009 Volunteer, Madrid Visitor Centre

• Giving local information to visitors
• Booking tickets and accommodation
• Assisting tour guides and interpreting on excursions

Additional Information

IT: Word, Excel,... Continue reading "Tourism Graduate CV - Experienced in Entertainment & Leisure" »

UNIT 12. DIFFERENCES BETWEEN L1 AND L2 LEARNING

L1 → first language

L2 → second language

KEY CONCEPTS