Posts Tagged ‘students’

English language texts in little doses

31 May 2020

twitter: @eugenio_fouz

Some students of English might find vocabulary and reading easier, funnier by means of short messages. The teacher could copy and paste texts from @Instagram, @Pinterest &c in a digital platform, namely @moodle. Also, GIFs and long reads from @Tumblr and @imgur.






English language texts in little doses


Notes for students of Ethics -Parallel Papers-Ethics-ef17.- 310817

5 September 2017

twitter: @eugenio_fouz

[James Dean vía @historyinmoment]

Three packs of obligatory notes for the subject of Ethics. Each one contains texts, definitions, mottoes, rules, news and some other points of interest such as urban legends, good manners and decalogues of behaviour. I have included extracts from the Spanish Constitution of 1978, the brilliant speech of Martin Luther King, the thirty articles of the Universal Declaration of Human Rights.

See the documents linked below:

Ethics PPa first term


Ethics PPa second term


Ethics PPa third term


Students don´t want to learn anymore … (Michael Brendan Dougherty)

9 April 2017

twitter: @eugenio_fouz

I came across this article weeks ago by means of a tweet with a link tweeted by Claudio Ortega (@clorgu). The text shows another side we might have forgotten on education and its focus. Thanks to both, the author and the messenger :.-


article written by Michael Brendan Dougherty:

Students don’t want to learn anymore. They want to teach.

Michael Brendan Dougherty [@michaelbd on Twitter]

-via Jan. 10th, 2017

“The student union at the University of London School of Oriental and African Studies made headlines with their proposal to “de-colonize” their institution. In the brash headlines of the Daily Mail and the Daily Telegraph, it was students demanding to remove Plato and Kant “because they are white.

The English tabloids aren’t wrong.

After demanding that at least the majority of the philosophers studied come from the Global South, the student manifesto says, “If white philosophers are required, then teach their work from a critical standpoint. For example, acknowledging the colonial context in which so called ‘Enlightenment’ philosophers wrote.” School is much easier for students when they teach the professors and not vice versa.

Unfortunately, the students don’t seem to know anything. There’s something anachronistic and flattening about grouping all philosophers who lived on the European continent “white,” a racial identity that had little or no salience to most of them while they lived, worked, and wrote. Or, at least, it didn’t have the meaning it would by the end of the colonial period.

It’s also reductive to define the intellectual output of an entire continent primarily by the power relations that existed for a few centuries between a handful of colonizing states. The white English philosopher Roger Scruton responded to the student union’s response dismissively, asking what precisely is the colonial context for understanding Kant’s “Critique of Pure Reason.”

The spasms of student attempts at “decolonization” are almost always ill-conceived. Last year Yale students petitioned the English department to “decolonize” themselves, announcing that it was “unacceptable” for the Major English Poets Sequence to feature so many white male authors, like Keats, Chaucer, Shakespeare, Donne, Pope, and Milton.

There’s something adorably naive about expecting the major poets of a language that was primarily spoken in one section of one island for half a millennium to be representative of all global voices. No one makes this demand of literature in other languages. We don’t expect to find Welsh, Brazilian, or Caribbean voices among the major Polish language poets.

Maybe naive isn’t the word. In fact it is the modern English major demanding a “diverse” set of voices in English literature that has become the caricature of the colonialist. It is the petitioning students who shout from their privileged position at the diverse world, “Speak English to me, please.”

If students really want to encounter classical poetry produced by non-whites, they have options. They can study the relative handful of languages that produced significant literature before the modern period. Hebrew, Arabic, Thai, Chinese, and Urdu come to mind. These are all worthy subjects crying out for more scholarship.

But there’s a catch. And it is what catches our activists out. Studying an ancient language to discover non-white voices is challenging and requires real work. You cannot pass the final exams just by repeating a number of fashionable political slogans. And perhaps activist students do not study these languages because they correctly suspect they won’t find much written in these languages that qualifies as politically correct by the standards of 2017. In fact, you will find in these literatures exactly the kind of messages that activists least like to hear. Lessons like: Humble yourself and mortify your ambitions.

Perhaps it is the students themselves who should have their views “interrogated” and their discourse of power deconstructed. The activist-student is engaged in a power grab. He wishes to delegitimize the power of professors and even the school itself. That is why the activist student defines knowledge itself as a form of malicious participation in an unjust power system. And he does so because this is the only way of dignifying his own ignorance. It is also the only way that he might shame an academic institution into creating a new administrative role for his kind of sloganeering.

In a real sense, the modern student activist is a kind of shallow theologian. He learns a political catechism, he identifies a scapegoat, and he enacts a ritualized sacrifice of a victim-group, in order to redeem himself and give some dint of credibility to his priestcraft.

Schools put up with this for the money. But why do we?”


Read the original version here:

Twenty pages on behaviour, attendance and some other stuff at school

2 December 2016

twitter: @eugenio_fouz


A pack of 20 pages for students of English language


@SlideShare @LinkedIn

See also the PDF edition below


4 pages

Stuff, documents and tools for the student

15 May 2016

twitter: @eugenio_fouz

moleskine 1

A presentation of stuff, documents and tools for the students via @SlideShare (25 pages)

English language 1


Or if you prefer, a PDF via

Every Friday when I leave school

20 December 2014

twitter: @eugenio_fouz


I do not know you. You do not exist 😉

Just joking, kids!

10 December 2013

twitter: @eugenio_fouz


The other day I was a bit bored at home and decided to play a trick on my students.

I am such a moodle freak that I wrote an entry in there under the headline “answer keys to the first evaluation exam of English language”. Of course, I knew that most students would love to have the answers to the exam for free, that is, with no effort. And that was it! Some of my pupils clicked on the blue link to get this:


To make things worse, I put this message “what did you expect?” and this emoticon 😉

School stuff nicknames

26 October 2013

twitter: @eugenio_fouz


For those following my classes.- Remind this: 

The textbook´s nick is Tom, the workbook´s nick is Jerry.

What we know as AV or Aula Virtual is otherwise MOODLE or Moe (Moe Szyslak, the barman at “the Simpsons”TV series).

The pack of copies officially known as “Parallel Papers” is abbreviated PaPa; the notebook is bloc, the dictionary is DI (read as di – ai)& your teacher´s name´s nick is Eugene.

Notebook grid (marking student´s writing work every term)

17 October 2013

twitter: @eugenio_fouz


(moleskine and roller pen)

The academic year is divided into 3 terms. Every term students´notebooks are tested twice in order to be fair. The marks range from 1 to 3 points every time which makes a total of 6 points. My students get points from 1 to 100 being 100 points the highest mark. The score for notebooks is shown below:

a/ NOTEBOOK : label on the cover with name and class group, general cleanliness and a continuous line of numbered exercises (1 point)

b/ NOTEBOOK: check out of basics with no errors such as making no mistakes in numbers, demonstratives, pronouns, telling the time, months, conjugation of verbs, etcetera (1 point)

c/ NOTEBOOK: check transformation of sentences, translations of short sentences – SMS-, extra exercises (e.g: copy and paste an image and describe it), checking 1 or 2 specific exercises from the workbook, translation paragraphs from the textbook, copy a text of about 6 lines (1 point)

The importance of reading in earnest

14 August 2013

twitter: @eugenio_fouz


I was talking to my students about the relevance of reading books in English language when one of them interrupted to tell us something he experienced days ago. He was travelling to Barcelona by train. Before leaving home he prepared his luggage, obviously, and he took “The Scarlet Letter” (Hawthorne) with him. Once in the train he started reading the novel when a guy sitting close to Lionel – this is my student´s name-  showed admiration for the ability to read books in English. It was then when he found out that reading literature in its original language was a good point.

 (Lionel Corral is a student of Baccalaureate)

The Importance of Being Earnest (“a Comedy for Serious People”written by Oscar Wilde and performed on the 14th February of 1895 at the St. James´s theatre in London)

Journalism As Literature

A graduate seminar at the University of Florida


Elements of True Gentlemen


Disentería literaria


El primer blog de Garrafón en habla hispana

A Guy's Moleskine Notebook

Books. Reflections. Travel.


crear siempre, aprender y guardar la llama