Archive for February, 2019

“No resulta fácil” (Juan José Millás)

28 February 2019

twitter: @eugenio_fouz

 

No resulta fácil

Juan José Millás

“CRECEMOS Y ENVEJECEMOS acompañados de personajes de los que no sabemos nada. Tal es el caso de Rania de Jordania, con la que hemos intimado mayormente en la consulta del dentista, en cuya sala de espera hay muchos ¡Hola! y sus derivados. Pero no solo allí, la hemos visto también en las bodas y bautizos reales que salen por la tele. Constituye, en fin, una presencia intermitente en nuestras vidas.

—Rania de Jordania —nos decimos de forma pavloviana cuando aparece en la pantalla. Y aunque cambiamos de canal, la retina se queda con la imagen, que va ocupando también en la conciencia, por acumulación, un sedimento raro de compañerismo. Como si nos conociéramos de siempre.

Rania de Jordania.” (…)

Lea aquí la columna completa:

https://elpais.com/elpais/2019/01/28/eps/1548673515_380484.html

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#PDF

http://tinyurl.com/y55gws65

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Queen Elizabeth II

28 February 2019

twitter: @eugenio_fouz

-@imgur-

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How to apply for a job (cover letter and resumé)

28 February 2019

twitter: @eugenio_fouz

Learning how to apply for a job is of vital importance for everyone. I have found out a website, EnglishClub.com, which explains the way to make application forms nicely. People in the UK normally write a cover letter or presentation note besides their resumé or CV (curriculum vitae. Always keep in mind the idea of developing at least 3 main points in your CV, namely: personal details, studies and experience, as well as writing about your objectives.

Read these lines:

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Your Resume/CV

-via EnglishClub.com-

“Your resume—also called CV—is a summary of your professional or academic life until now, and it usually concentrates on your personal details, education and work experience.
!!! Your resume has only one job—to get you an interview!

In American English we say resume—sometimes written résumé or resumé (from French). In British English the term CV is more usual, and it stands for the Latin words curriculum vitae (= the course of one’s life).
Your resume’s job is very simple: to get you a job interview. To do this, your resume must be:

clear
well-organised
easy to read
concise
relevant to the job offered

Content.-

Your resume is the summary of your professional life. You should include everything that is relevant to your employment or career and nothing that is irrelevant. Exactly what you include depends partly on your type of work. There are usually 5 general headings of information to include:

personal details – name, address, email and telephone number (and sometimes nationality, age/date of birth and marital status)
objective – a headline that summarises the job opportunity you are seeking
work experience – your previous employment in reverse chronological order – with most detail for your present or most recent job
education – details of secondary and university education – including the establishments and qualifications (but excluding any that are irrelevant to your career)
personal interests – demonstrating that you are a balanced, responsible member of society with an interesting life outside work” (…)

See the whole explanation here:

https://www.englishclub.com/business-english/resumes-cv.htm

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if you like, download and print a PDF below:

https://tinyurl.com/y5nada22

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Some other samples of CVs or resumés

Sarah Adams (CV)

https://tinyurl.com/yxspvf9l

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Rachel King (CV)

https://tinyurl.com/yypghyt8

 

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How to grant your child an inner life (Jess Row) “The New Yorker”, February 18th, 2019

28 February 2019

twitter: @eugenio_fouz

(Andrea Mongia, illustrator)

How to Grant Your Child an Inner Life

by Jess Row

THE NEW YORKER.-23 Feb 2019

So many of the worst nightmares of parenting start with a phone call: a child out of arm’s reach, not in the house, not in her bed. Or, in this case, a text on a rainy night from my daughter to my wife, who then relayed a command to me: go pick her up now. Instead of taking the subway to the Upper West Side, as I would have any other night, I got into my car and dashed up the West Side Highway. My daughter is in middle school; this was the first time she’d ever been to a nighttime party, at the house of a friend from school. A parent would be at home the whole time, we’d been told. How bad could it be?

“There was a boy making jokes about rape,” my daughter said, five minutes later, in the passenger seat. “We told him to shut the fuck up, but he wouldn’t, and my friend’s mom told her to try to work it out herself, which was completely unfair, and everyone was crying, and I just got tired of it, and I have a headache. That’s why I texted Mom.”

I take the blame for my daughter’s casual profanity. My wife is responsible for her emotional acuity. No one can say where she gets her unflappable, don’t-mess-with-me temperament. She is a chaos manager and an empath. But adolescence is a wet street, where skidding is likely and the car sometimes feels entirely weightless. Last summer, an older girl we knew of—a friend of friends—fell from a fire escape and died during a party. When I heard the news, I did the predictable thing: I measured the distance between my nearest child and this catastrophe. It felt very short. The pills in every parent’s medicine cabinet. A friend saying, “Oh, I know what this one does.” Another friend saying, “It’s no big deal, we go out there all the time, it’s just like having a balcony.”

Read the whole article in The New Yorker:

https://tinyurl.com/y399a69j

A tentative teacher´s schedule (classroom)

28 February 2019

twitter: @eugenio_fouz

BOOK (textbook: grammar, vocabulary PRESENTATION)

reading texts aloud time for exercises in class + homework

Wordlist.- pack of copies [@moodle / hard copies or printed copies]

Parallel Papers or PPA: revise, Q.A, write some expressions

DICTIONARY use

Time for NOTEBOOK correction of exercises on board

AUDIOS from the BOOK. Repetition. Solving out exercises

Parallel Papers [PPA].-Explain, comment papers on grammar, functional language or texts

How to (teach how to tell the time, how to say an email address)

Time for Virtual Platform (@moodle) – check some points, ie., grammar syllabus, recommendations, warnings.

READING texts aloud

AUDIOS, PRACTICE (exercises linked from the net with answer keys)

Worksheets (pair work).-exercises to do and correct in the classroom

Reading the Graded reader in class. Select vocabulary

Lyrics and songs (selection)

Short dictations

Mini test

Essay writing (how to, opinion, brief texts)

Functional language

Q.A (question and answer) – oral class

Surprise Tests

Revision time (conjugation of verbs, vocabulary, how to issues, spelling, BASICS)

Videos, GIFs, proverbs

Write short messages in English

Translate messages

Situations (problem solving)

Role-plays

AOB (Any Other Business)

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#PDF

http://tinyurl.com/

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Click on the square icon again [MOODLE]

27 February 2019

twitter: @eugenio_fouz

 

 

Sometimes a student visiting the virtual platform (@moodle) accidentally touches a square situated on the right side of the board to discover all the other lessons have disappeared. Do not panic. Click on the square icon again

 

#PDF click on the square icon again

http://tinyurl.com/y5bhvl57

 

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Tell me again how smart you are (@effinbirds)

26 February 2019

twitter: @eugenio_fouz

Revision exercises (skeleton of verbs, conjugation, sentences, vocabulary)

24 February 2019

twitter: @eugenio_fouz

Sample of a pedagogy A4 paper.

METHOD for Business English 2, second term 

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Exercises of revision

Business English 2 (second term)

skeleton of verbs, conjugation, sentences

 

Name and surname:

Group:

Date:

NOTE: All exercises must follow the instructions literally(ad pedem litterae). If you are asked to translate a sentence into Spanish and you let it undone, the exercise will be invalidated.

Read every point carefully. I recommend you to read them twice

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1/write the skeleton of these verbs as in the example below:

comprar-     TO BUY    BOUGHT        BOUGHT

conocer- TO K……

ir-TO G…..

decir-TO SA…..

ver-TO SE…..

oler-TO SM…….

tomar, coger-TO TAK……

 

2/put the past participle form ONLY:

ser-TO BE      

caer-TO FALL

pagar-TO PAY

cerrar-TO SHUT

3/conjugate the past simple tense in the affirmative form of the verb TO FORGIVE (perdonar). Translate one form into Spanish

(…)

https://tinyurl.com/y6ybx7bt 

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My own syllabuses on English language

23 February 2019

twitter: @eugenio_fouz

[Harry Styles, singer “OneDirection”]

A foreign language teacher should create his own syllabuses on grammar, lexis, pronunciation, readings, listenings, writing, et cetera. One of my students claimed one day in class they were being taught the same old things year after year (points of grammar, namely the present simple tense, the saxon genitive, some plural nouns) in a never-ending circle. Teachers were just following a formula according to the rules of programming. We have been learning foreign languages the same way we learnt everything by memorisation. I thought the student´s complaint was fair. Nowadays I try to teach something new every year.

A functional language syllabus might be as follows: 1.greetings (hello, hi, good morning, goodbye) 2.cardinal numbers from 1 to 10 (one, two) 3.how to tell the time (what time is it?) 4.days of the week 5.seasons of the year 6.how to say the date (February, 20th) 7.how to answer the phone (hello, this is Tom Smith / who is calling, please? 8.months of the year …

A lexical syllabus might be like this: 1.the English alphabet (a, b, c, d, e ) 2.colours (red, yellow, blue, green) 3.school stuff (book, pencil, dictionary, board, computers ) 5.people in school (teachers, students, secretary) 6.members of a family (father, mother, sister, brother, daughter) 7.clothes (shoes, socks, jeans, trousers, shirts, coats, jackets) …

A grammar syllabus should contain: 1.nouns (man, woman, subject, learning, student, school, examinations) 2.adjectives (shy, important, happy) 3.verbs (auxiliary verbs and lexical verbs) 4.adverbs (slowly, calmly, very, too, clearly) 5.prepositions (of, before, after, in, on) 6.pronouns (personal pronouns of subject) 7. skeleton of verbs (to read read read) 8.primary auxiliary verbs (to do, to have, to be) 9.modal auxiliary verbs (can, could, may, might, will, would) 10.regular lexical verbs (to play, to cry) 11.irregular lexical verbs (to put, to quit) 12.present simple tense of lexical verbs in the affirmative ( I speak English, she speaks Spanish) (to do, to be, to have) 13.personal pronouns of subject ( I, you, he, she ) 14.the four demonstratives (this, these, that, those) 15.articles (definite article -the-, indefinite article -a/an-) 16.saxon genitive (John´s room) 17.present simple tense of lexical verbs in the negative and interrogative (John does not like chocolate, Do you speak French?) …

(…)

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#PDF, via G.Drive

https://tinyurl.com/yxhdpw2o

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Graded Readers (help with vocabulary)

23 February 2019

twitter: @eugenio_fouz

9780194790765

Reading a Graded Reader in class.

Students work in pairs jotting down unknown words or expressions onto their blocs. They make a note together of about ten expressions. They copy these on the board and the rest of students (or the teacher) writes their meanings in Spanish.

Reading might be easier if students get a little help with vocabulary.

Sample: 

BASSET, Jennifer William Shakespeare Oxford Bookworms.Chapter 6

John and Amanda: lazy, playwright, suddenly, clever, laugh (v), pile, wig …

George and Fran: Falstaff, put (v), playgoers …

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#PDF via G.Drive

https://tinyurl.com/y3vrz5tx

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