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

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

Context

Context is understood as the extralinguistic circumstances that influence the linguistic form of an utterance. It is formed by all the ethnographic knowledge that is necessary to interpret the statement. It is something dynamic, and those who participate in a communicative exchange have to build it.

Dimensions

• Location
• Nonverbal behavior
• Language as context
• Extra-situational context

Levels

• Spatio-temporal: The environment in which the communication takes place.
• Situational: What happens around the speakers as they converse is also influential.
• Sociocultural: The social characteristics of the participants that determine the form and interpretation of a message.
• Cognitive: General knowledge of the world, as well as the intentions of a participant.

Transmedia Storytelling: Unfolding Across Multiple Platforms

Pros and Cons of Transmedia Storytelling

Shared Knowledge and Collaborative Processes

Unit 6 Level 2 Test Answers

Vocabulary Section

1. Phrasal Verbs & Expressions

1. pick up
2. break up
3. set off
4. start over
5. look up to
6. snapped up
7. picked out
8. stocked up on
9. picked up
10. broke down

2. Vocabulary & Concepts

1. in the spotlight
2. doing their best
3. trend
4. available
5. environmentally friendly
6. breaks down
7. landfill
8. a drop in the ocean
9. pressing

Grammar Section

3. Verb Forms & Structures

1. visit
2. will notice
3. are being made
4. Can... guess
5. to think
6. costs / is costing
7. has revealed
8. will tempt / tempts
9. is... written
10. wonder
11. (have) participated

4. Sentence Transformations & Rewrites

1. have a temperature, I'll be back at school
2. my shoes repaired
3. that / which I started last night
4. seeing / that we see a film that weekend
5. she had been worrying about me
6. being asked to leave (by the security guards)

5.

Managerial roles: Interpersonal role: Figurehead, leader, liaison, Informational role: Monitor, disseminator, spokesman, Decisional role: Entrepreneur, Troubleshooter, Resource Allocator, negotiator.

The Vroom and Yetton Approach: Leadership theory that provides a set of rules for determining the form and amount of individual or participatory decision making in different situations. Leading model participation: Autocratic A1: The manager decides using available information. Autocratic A2: Manager gets information from the subordinate and decides. Consultative C1: The problem is shared with each subordinate, Consultative C2: The decision may or may not reflect the influence of the subordinates. Collaborative G2: The problem is shared with the... Continue reading "Managerial Roles and Decision-Making Models" »

Answerable to

(tapescript) Responsible to

Apprentice

Someone who works for a skilled employer for a fixed period in return for being taught the skills necessary for that job.

Bargaining

Discussing prices, etc. to get a result that is to your own advantage.

Candidate

Person who applies for a job or wants to be elected to a particular position.

Carpenter

Person whose job is making or repairing wooden things.

Chambermaids

Women whose job it is to clean and tidy hotel bedrooms.

Clientele

Group of customers or guests.

Comes Under the Remit of

(tapescript) Is the responsibility of.

Command of

Knowledge of.

Courteous

Polite.

Day-to-Day

Planning for only one day at a time.

Dealings with sb

(tapescript) Relations with sb, especially in business.

Delegates

People who have been... Continue reading "Essential Hotel Management Vocabulary" »

Sporting Verbs and Actions

• Televise: televisar
• Score a goal: marcar un gol
• Hold (an event): celebrar
• Win: ganar
• Get a medal: conseguir una medalla
• Support a team: apoyar a un equipo
• Break a record: batir un récord
• Take up (a sport): empezar una afición
• Lose: perder
• Set a record: establecer un récord
• Draw: empatar
• Coach: entrenar / entrenador

Vocabulary for Developing Products

• Design a prototype: diseñar un prototipo
• Give a demonstration: hacer una demostración
• Improve the design: mejorar el diseño
• Research an idea: investigar una idea
• Solve any problems: resolver algunos problemas
• Do market research: hacer estudios de mercado
• Test out the product: probar el producto
• Develop the product: desarrollar el producto
• Develop a concept: desarrollar un concepto
• Manufacture

End of Year Test 1

Vocabulary

1. Boring
2. Under
3. Preparing
4. Confident

Vocabulary

1. Disrespectful
2. Sensitive
3. Stylish
4. Modest

Verbs

1. Looking
2. Come
3. Apologize
4. Replaced

Expressions

1. Made a fortune
2. Out of the blue
3. Take part
4. Got good grades

Adjectives

1. Optimistic
2. Get
3. Illegal
4. Useful

Does the lesson provide for adequate assistance for students who do not learn from the initial procedure?

If only everyone "got it" right the first time! The reality is that almost no lesson is 100% reliable. That means some students will fall behind. They "won't get it," and you need to think about what to do about that. The problem is compounded because you are confronted with the real problem of what to do with the students who did "get it" while you are attending to those who didn't. Usual pedagogical thinking suggests that the "got it" students can be given some ancillary work, or some enrichment materials while you work with the students who need your help

Does the lesson provide adequate practice to permit consolidation and integration