Notes, abstracts, papers, exams and problems of English to University

1.The role of SPEAKING at primary stages.
-Vocabulary for basic concepts (leave 1^st lesson with some English to "take away").
-Greetings and introductions.
-English names (people, countries).
-Chants, rhymes and songs (impression learning quickly to show off).
-Drills.
-Aim: to heighten childrens awareness of language and to build up their confidence.
-Formulaic language: language that is produced as whole chunks; routines or patterns that children memorize and which enable them to communicate with a minimum of linguistic competence. This includes:
~simple greetings
~social English.
~routines.
~classroom language.
~asking for permission.
~communication strategies.

1.The role of L1 in a primary classroom.
-As a last result; try to make children understand you by using gestures, pictures, examples…

Dear Mr. Vicario:
I am writing because I am interested in the vacancy of your tennis club. I enclose my CV for your information.
As you can see, I´m Tennis Monitor recognized by the Royal Spanish Tennis Federation. I´ve worked teaching tennis for 7 years in many differents tennis clubs of Extremadura. Principally, I´ve worked with children from age 7 to 18 years old, but I´ve experience training to adults groups too.
I am also a specialist in sports psychology, Graduated from the University of Salamanca because I am a passionate of Psychology and I think that the psychological aspects are many importants in a sport like this.
I´m a very happy, funny, vital and I like working with people and make them laugh. I am a very punctual, flexible and a hard worker. I am very creative, enthusiastic and competitive and I like to contribute with ideas in my work. I´m good at working individually, but I prefer the working group, because I think it is better. I would love to work at his club, because I think that is one of the bests tennis clubs and with a great reputation, and I think that I'm a good candidate for the vacancy.

Charles Dickens

Charles Dickens wrote thirteen novels published in the year of his death. His first great success was The Pickwick Papers (1836-7). Dickens soon move forward from this old-fashioned view of England. In Oliver Twist and Nicholas Nickleby he writes of the social problems of young boys like Oliver and Nicholas. The sufferings of children were a main theme of Dickens´s writing. He wanted education for all children, and shows his readers the kind of problems children had in the cities, where poor people had no chance to share in the success of the nation. Dickens went on to write novels which criticized society in a more general way. David Copperfield is his most positive novel about growing up. This novel was based in part on Dickens´s own childhood and his success. The irony marks a change of tone in all Dickens´s writing during the 1850s. 

Performed:carried out Permit:allow Primary:major Principal:major Probable:likely Problems:hitches Procedure:techniques Purpose:objective Regular patterns or structures:arrays Required:needed, necessary

auxiliar presente(simples): do (i,you,we,you,they)/ does (he,she,it)/ os verbos que se referem a 3ª pessoa no singular recebem 's' no fim

simple past: did  \  passado continuo: was (i,he,she,it)/were (you,we,you,they)

futuro simples: will/ negativo futuro simples: won't (e o verbo não muda)

quando é um pergunta e um tempo simples o verbo não muda, continua na forma original!/ quando é um tempo continuo adiciona ing

Can(informal)/Could(formal\perguntas): pode(habilidade,permissão,pedido,possibilidade)

May/Might(+formal):poder(possibilidade,permissão)

Would: formal ex: i would like a cup of coffe(eu gostaria de uma xicara de cafe)

Subordination and dependent clauses: Subordination: one clause embedded in another. Clauses classified: independent and dependent. Subordinators as clause links: Subordinators: occur in a fixed position at the front of their clause. They introduce dependent clauses. Does not necessarily follow the clause to which it is linked. Possible to move dependent clauses to different positions, e.g. although Signals of subordination:Overt link, in the form of subordinator or wh-word.  A non-finite verb phrase (phrase introduced by an inf, -ing or –ed participle). Non-finite clauses have no tense, cannot include a modal verb and normally no overt link, the non-finite verb form itself signals that the clause is subordinate, e.g. eating. coordination: Can link words, phrases, or clauses. Coordinators (and, or, but, nor) can functions as utterance links in speech. They are very close in function to linking adverbials like however. Use of coordination: 3 major coordinators (and, or, but). And is the +common and also the most used in acad. and fiction writing. But +common in conv. Coordinators can link more than two elements, e.g. red, white and blue. Structures of coordination can be embedded one within another. Some special uses of coordinators:

Verbs as operators. The operators is the verb used for clause negation or for forming questions (interrogative clauses). To form negative clause: neg particle not inserted after operator. In interrogative clauses, operator placed in front of subj NP. 3 major categories of operators: the first aux verb in the VP: clause negation: he is not listening. Question formation: is he listening? The copular be: clause neg: you’re not serious. Question formation: are you serious? The dummy aux verb do: clause neg: he doesn’t like eating fish. Question formation: where does he live? In simple present and past tenses when no operator is present, the dummy do is inserted to form neg and interrogative clauses: I didn’t buy it. Does it look nice?

ANUNCIO

CHIPICAR looks for a well qualified

and experienced executive to join in

 our subsidiary South America. The

successful candidate will be the sales

director in this subsidiary, so experience