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

Mastering English Vocabulary and Grammar

Common Verb Collocations

• Make: progress, money, suggestions, sense, a reaction, a choice, competition, an appointment
• Take: part, action, achievement, place, a rise, an effort, one’s time, responsibility, age
• Raise: a solution, issues, money, one’s voice, a question, an award, children, awareness, a price, doubt

Essential Idiomatic Expressions

• Move with the times: to adapt to current trends
• Have you on the edge of your seat: something that is very exciting or suspenseful
• His mind is made up: he has decided firmly
• Dead-end job: a job with no prospects for advancement
• Get your foot in the door: to get started in a new career or organization
• Make a living: to earn enough money to live
• Tricks of the trade: clever

English Verb Tenses and Structures Reference

Present Perfect vs. Present Perfect Continuous

Autonomy Plan

The Autonomy Plan is an improvement strategy designed to enhance educational results and foster social cohesion. To implement this effectively, schools must identify their specific strengths and weaknesses through a collaborative analysis involving students, teachers, and staff.

Implementation Process

• Analysis: Evaluate current school performance.
• Agreement: Develop a formal plan and sign an agreement with the Department of Education (DoE).
• Strategy: Define clear goals, specific strategies, and actionable steps.
• Execution: Establish an annual plan followed by a comprehensive annual evaluation.

This project is authored by the school and approved by the DoE, which provides the necessary resources. Success relies on the active participation... Continue reading "Essential School Improvement Plans: Autonomy, Diversity, and ICT" »

Modal Verbs in English

Obligation:

• Must (deber, tener que)
• Have to (tener que)

Must is used for orders and strong obligations, while have to is often used in a more general sense.

Prohibition:

• Mustn't (no deber)
• Can't (no poder)

Mustn't is more commonly used.

Necessity:

• Need to (necesitar)

Permission:

• Can (poder)
• May (poder)
• Could (podría)

Can and could are used more informally, while may is more formal.

No Necessity:

• Needn't (no necesitar)
• Don't have to (no es necesario que...)

Recommendations, Advice, Opinions:

• Should (deberías)
• Ought to (deberías)

Negative recommendations: Shouldn't and Oughtn't

Ability:

• Can (present)
• Be able to (future)
• Could (past)

Understanding Advice, Nouns, and Suffixes

A piece of advice: un consejo
Advisable: aconsejable
Advise: aconsejar... Continue reading "Understanding Modal Verbs and English Grammar" »

Is It Useful to Specialize in a Particular Subject Area?

Yes. It is easier to translate or interpret with an understanding of the subject. For example, some translators specialize in medical translation and obtain regular work from pharmaceutical manufacturers. Similarly, many translation agencies focus on technical, business, or legal translation, relying on experts in those fields. Specialist translators can usually command higher fees.

Are Some Languages More Important for Translation?

It depends on the market. While there is more work available in "major" world languages, there is also significantly more competition. Conversely, a translator or interpreter who knows a "rare" or "exotic" language in a specific market is harder to find and can... Continue reading "Professional Translation and Interpretation Career Insights" »

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UNIT 1 PRAGAMATICS

INTRODUCTION

• Deixis: Refers to words and phrases that cannot be fully understood without additional contextual information. Pointing via language.

“You’ll to bring this tomorrow because it is not here”

• Referenic. Act by which a speaker uses language to enable a listener to identify something.

• Inference: Additional information used by the listener to connect what is said to what must be MEANI

• Anaphora: Subsequent reference to an already introduced entity

“My brother came to see me. He was furious”

• Supposition: What a speaker assumes is true or known by what he hears

“Your qualified is waiting outside” → You heard a qualified

• Politeness: showing awareness of others' perform fave. Fave = public self-image

  • Fave-threatening

Describe two direct and another two indirect strategies you usually use for language learning. Write about the specific strategy and not about the strategy group. Explain them and give one example of how you use them for language learning.

1. Direct Strategy Grouping (Memory Strategy)

Involves classifying or reclassifying what is heard or read into meaningful groups, thus reducing the number of unrelated elements. It sometimes involves labeling the groups, as well.

In my case, when I am learning a foreign language, in this case, English I tend to use this Strategy. While I read a text I underline the words I did not understand such as, friendly, lively, lonely, much, little, several, as soon as, after, however, etc. Then I group them in three... Continue reading "Effective Language Learning Strategies and Examples" »

Pharos

Definition:

An island near Alexandria. On the island was a lighthouse.

Location in texts:

Homer’s Odyssey

Significance/theme:

The lighthouse was a great ancient wonder. It shows the large significance and impact that Alexandria had. It also demonstrates the power of Ptolemy.

Callimachus of Cyrene (c. 310-240 BCE)

Definition:

Callimachus was a famous poet and librarian in Alexandria.

Location in texts:

Callimachus’ Pinakes

Significance/theme:

He was responsible for producing a bibliographic survey based upon the contents of the Library. His work provided the foundation for later work on the history of Greek literature.

Nicander of Colophon (2nd c. BCE)

Definition:

Greek poet, physician, and librarian.

Location in texts:

Nicander’s Theriaka and Alexipharmaka

Significance/