Notes, abstracts, papers, exams and problems of Teaching & Education

To the Director:To the Hiring Manager

Thank you for considering my application for the position of English Teacher at the Oakary Academy in Dublin. I believe I am an exceptionally good fit for the position.

As you will see from the enclosed résumé, I have experience in teaching and coaching children since workingI worked as a basketball coach forduring one year with children from nine to 12 years old, and I have also worked as a leisure time instructor with kids aged 5 to 6 for during two months. My further experience with children arises from my I also have experience dealing with kids due to I have a diploma as free time instructor and during my internship I worked with older children aged 12 to 14 in a summer camp. Moreover, this year I

Guided dictation is an effective way to assess the skill of writing. It challenges students' listening comprehension, grammar, vocabulary, and spelling abilities. The process encourages active engagement and provides immediate feedback, enhancing writing proficiency. Moreover, guided dictation promotes language acquisition by exposing learners to authentic spoken language. Collaborative learning can be assessed effectively through peer evaluation, promoting self-reflection and fairness. Formative assessment aims to inform and guide teaching and learning, while summative assessment measures overall mastery. Continuous assessment provides ongoing feedback and supports learning throughout the process. TEFL benefits from informal assessments, promoting... Continue reading "Effective Assessment Methods for Writing Skills: Guided Dictation and Collaborative Learning" »

DEFININ RELATIVE CLAUSES: This is the queen whose sons were killed.

The initial challenge for novice teachers is to acquire the basic classroom skills needed to present and navigate their lessons. Teaching from this perspective is an act of performance, and for a teacher to be able to carry herself through the lesson, she has to have a repertoire of techniques and routines at her fingertips. These include routines and procedure for such things as:

• Opening the lesson
• Introducing and explaining tasks
• Setting up learning arrangements
• Checking students’ understanding
• Guiding student practice
• Monitoring students’ language use
• Making transitions from one task to another
• Ending the lesson

What we normally mean by the term teacher training refers to instruction in basic classroom skills such as these, often linked to a... Continue reading "Effective Classroom Skills for Novice Teachers" »

Passionate, ambitious, loyal, optimistic, loyal, ambitious, television, influential, pessimistic.

At risk, creature, endangered, extinct, hunt, protected, rare, species, environment, habitat natural survive, dangerous, attack, vulnerable, fight, scared, danger, provided, tiger, mattress, hut, forest, wounded, shot, killed, boots, endangered, extinct, protected, desert, mountain, harmless, pepper spray, punch, seal, vertical, panic, unless, provided, survive, careful, drag, impressive, work out, record, take revenge, killed, provided, wounded.

Vocab- Affect, as a result, cause, effect, influence, is caused by, lead, result.

Arduous, strict, demanding, rigorous, testing, tricky, punishing, tough, gruelling, straightforward, awkward, struggle, stretch,... Continue reading "Vocabulary and Grammar Practice for English Learners" »

Communicative Competence in English

Acquisition, Learning, and Teaching Methods

Communicative competence is the main objective in English language learning. It involves developing several subcompetences:

1. Linguistic: Understanding and using vocabulary, grammar, and syntax.
2. Strategic: Using techniques to overcome language gaps and modify text for audience and purpose. Acquiring conversational fluency.
3. Socio-linguistic: Having knowledge of the social rules of language, non-verbal behaviors, and cultural references.
4. Discourse: Understanding how ideas are connected through patterns of organization, cohesive, and transitional devices.

Block of Contents

1. Oral texts comprehension (Listening).
2. Oral texts production, expression, and interaction (Speaking).
3. Written

T1- 2lang as comm; 2.1comm; 2.1.1def; 2.1.2elements in comm; 2.2lang; 2.2.1def; 2.2.2characteristics; 2.2.3components; 2.2.4funct; 3oral and written lang; 3.1oral lang; 3.1.1production skills; 3.1.2interactional skills; 3.1.3teaching of oral comm; 3.2written lang; 3.2.1teaching of written comm; 4features which define a comm situation; 4.1speech acts; 4.2context of situation; 4.3context of culture //

T2- 2comm; 2.1def. Comm vs lang; 2.2elements which take part in comm; 2.3types of comm; 2.3.1verbal comm; 2.3.2non-verbal comm; 2.3.3extralinguistic strategies: TPR; 2.3.4comm strategies; 3comm in the f.lang class in P.Ed; 3.1comm lang teaching; 3.2acquisition of the comm c; 3.3teacher's role; 3.4students' different learning styles //

T3 – 2development... Continue reading "Effective Communication in Language Teaching and Learning" »

1. Cognitive principles.

They relate mental and intellectual functions.

1. Automaticity

Efficient second language learning involves a timely movement of the control of a few language forms into the automatic processing of a unlimited number of language forms.

2. Meaningful learning

Meaningful learning will lead toward better long-term retention than rote learning.

3. Anticipation reward

Human beings are universally driven to act by the anticipation of some sort of rewards — tangible or intangible, short term or long term — as a result of the behaviour.

4. Intrinsic motivation

The most powerful rewards are those that are intrinsically motivated within the learner.

5. Strategic investment

Successful mastery of the second language will be due to a learner’s own personal

Legal References

LOMCE

O.L. 8/ 2013 (BOE)

RD1105/2014

(BOE)

Linguistics / Grammar

Recommended Texts

• CRYSTAL, D. (1997): The Cambridge Encyclopaedia of Language. Cambridge: Cambridge University Press.
• Quirk, R. and S. Greenbaum (1991): A University Grammar of English. London: Longman.
• Quirk, R. et al. (1985). A Comprehensive Grammar of the English Language. London: Longman.
• CHOMSKY, N: Syntactic Structures. The Hague. 1957.
• Leech, G. and Svartvick “A Communicative English” Longman 1979.
• Thompson, A. & Martinet, A1986. A Practical English Grammar. Oxford University Press.
• GREENBAUM, Sidney & QUIRK, Randolph: A Student’s Grammar of the English Language. Longman. 1990.
• HUDDLESTON, R.: Introduction to the Grammar of English. Cambridge University

• Tema 5: shipping arrangements