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

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

Present Simple

Affirmative

• I, You, We, They: work
• He, She, It: works

Negative

• I, You, We, They: do not / don't work
• He, She, It: does not / doesn't work

Interrogative

The "Do" or "Does" is placed before the pronoun.

Spelling Rules for Third Person Singular

• work + s = works
• watch + es = watches
• wash + es = washes
• pass + es = passes
• study + ies = studies
• play + s = plays
• say + s = says
• go + es = goes
• do + es = does

Have Got

• I, You, We, They: have
• He, She, It: has

Imperative

• Affirmative (+ infinitive):
  • Open the door
  • Sit down
  • Be quiet
• Negative (Don't + infinitive):
  • Don't open the door
  • Don't sit down
  • Don't be quiet

Suggestions

Let's + infinitive: Let's go to the cinema.

Possessive Adjectives

• I: My (mi)
• You: Your (tu)
• He: His (su, masculino)
• She: Her (su, femenino)
• It: Its (su, cosas/

Essential English Vocabulary

• Enlist (alistarse), enrol (matricularse), matriculate (matricularse), mark (nota), note (apunte)
• Qualification (título), work (trabajar), employment (empleo), notice (percibir), realize (llegar a la conclusión)
• Wait (esperar), hope (confiar en que), expect (anticipar), desire (ansiar), look forward to (esperar con ansiedad)
• Wish (desearle algo a alguien), would like (me gustaría), promote (promocionar), enhance (mejorar)
• Foster (ayudar), encourage (dar ánimos), hear (oír), win (ganar una competición), earn (ganar un sueldo)
• Listen to (escuchar), see (ver), look at (mirar), watch (observar con atención), get (conseguir), obtain (obtener)
• Achieve (lograr), criticise (criticar), accuse somebody of something (acusar)

Metaphors: Rhetorical and Cognitive Understanding

We may understand metaphors in two different ways:

Rhetorical understanding

In its merely rhetorical dimension, there is no attempt to use metaphor beyond the aesthetic dimension. Metaphors in this case are convenient labels that serve the purpose of making speech sound better. As Alexander Spencer himself highlights, they are just a decoration for the discourse, which does not change the meaning.

Cognitive understanding

Cognitive linguistics goes beyond the strictly rhetorical understanding and posits that, in fact, metaphors may have a much bigger effect: metaphorisation is the transference of one concept onto another. Thus, metaphorisation can become an instrument for understanding certain domains... Continue reading "Metaphors in Language: Rhetorical and Cognitive Perspectives on Terrorism" »

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

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,

English Vocabulary Review

Adjective Opposites and Translations

Work and Employment Vocabulary

Key terms related to employment:

• Dismissal/Firing: be dismissed/sacked, be made redundant, be out of work
• Leaving/Starting: