En este vídeo, John nos da su opinión (después de 25 años enseñando inglés) sobre las academias de idiomas y los profesores particulares. ¿Qué debemos tener en cuenta?
- Que la academia pertenezca a alguna asociación es un factor importante que distingue unas academias de otras.
¿Es importante que el profesor sea nativo?
No necesariamente. Que una persona sepa hablar inglés no significa que sepa enseñar inglés. Un buen profesor no se caracteriza sólo por conocer la asignatura que enseña, sino que también debe saber cuales son los puntos débiles de sus alumnos, hacer las clases amenas, interesantes y sacar el máximo partido de ellas.
Imaginemos por un momento que nos ofrecen enseñar español a un grupo de extranjeros...¿podrías darles todas las explicaciones? ¿Sabrías cómo enseñarles tu idioma? La respuesta general es NO. Pero hablas perfectamente español!!!
Por eso, lo importante es buscar un buen profesor cualificado, ya sea nativo o no.
Now, listen to the video and try to understand what John says about this matter.
10/4/11
Women's race
Millions of women throughout the world live in conditions of abject deprivation of, and attacks against, their fundamental human rights for no other reason than that they are women.
Combatants and their sympathizers in conflicts, such as those in Sierra Leone, Kosovo, the Democratic Republic of Congo, Afghanistan, and Rwanda, have raped women as a weapon of war with near complete impunity. Men in Pakistan, South Africa, Peru, Russia, and Uzbekistan beat women in the home at astounding rates, while these governments alternatively refuse to intervene to protect women and punish their batterers or do so haphazardly and in ways that make women feel culpable for the violence. As a direct result of inequalities found in their countries of origin, women from Ukraine, Moldova, Nigeria, the Dominican Republic, Burma, and Thailand are bought and sold, trafficked to work in forced prostitution, with insufficient government attention to protect their rights and punish the traffickers. In Guatemala, South Africa, and Mexico, women's ability to enter and remain in the work force is obstructed by private employers who use women's reproductive status to exclude them from work and by discriminatory employment laws or discriminatory enforcement of the law. In the U.S., students discriminate against and attack girls in school who are lesbian, bi-sexual, or transgendered, or do not conform to male standards of female behavior. Women in Morocco, Jordan, Kuwait, and Saudi Arabia face government-sponsored discrimination that renders them unequal before the law - including discriminatory family codes that take away women's legal authority and place it in the hands of male family members - and restricts women's participation in public life. More here: http://www.hrw.org/en/category/topic/women
Combatants and their sympathizers in conflicts, such as those in Sierra Leone, Kosovo, the Democratic Republic of Congo, Afghanistan, and Rwanda, have raped women as a weapon of war with near complete impunity. Men in Pakistan, South Africa, Peru, Russia, and Uzbekistan beat women in the home at astounding rates, while these governments alternatively refuse to intervene to protect women and punish their batterers or do so haphazardly and in ways that make women feel culpable for the violence. As a direct result of inequalities found in their countries of origin, women from Ukraine, Moldova, Nigeria, the Dominican Republic, Burma, and Thailand are bought and sold, trafficked to work in forced prostitution, with insufficient government attention to protect their rights and punish the traffickers. In Guatemala, South Africa, and Mexico, women's ability to enter and remain in the work force is obstructed by private employers who use women's reproductive status to exclude them from work and by discriminatory employment laws or discriminatory enforcement of the law. In the U.S., students discriminate against and attack girls in school who are lesbian, bi-sexual, or transgendered, or do not conform to male standards of female behavior. Women in Morocco, Jordan, Kuwait, and Saudi Arabia face government-sponsored discrimination that renders them unequal before the law - including discriminatory family codes that take away women's legal authority and place it in the hands of male family members - and restricts women's participation in public life. More here: http://www.hrw.org/en/category/topic/women
De compras....
Para decir "ir de compras" we say: Do the shopping
Go shopping
We do the shopping when we buy food and household items.
"I don't feel like doing the shopping now, but I need to buy some cheese and toilet paper"
We go shopping when we buy clothes, gadgets, shoes.....
"I love going shopping with my friends on Saturdays"
Go shopping
We do the shopping when we buy food and household items.
"I don't feel like doing the shopping now, but I need to buy some cheese and toilet paper"
We go shopping when we buy clothes, gadgets, shoes.....
"I love going shopping with my friends on Saturdays"
8/4/11
Emi and learning English
When did she decide to go to England?
Why did she go there?
She became fluent after....
When did she come to Valencia?
How many languages does her husband speak?
Do her children speak English?
How old are they?
People who want to learn English need....
Why did she go there?
She became fluent after....
When did she come to Valencia?
How many languages does her husband speak?
Do her children speak English?
How old are they?
People who want to learn English need....
7/4/11
No me vengas con esas!
We say.....Don't give me that!
Example: I can't wash the dishes now, I am very busy.
Come on! Don't give me that! You are unemployed!
Example: I can't wash the dishes now, I am very busy.
Come on! Don't give me that! You are unemployed!
Who speaks English?
| Clasificación | País | EF EPI Resultados | Nivel |
|---|---|---|---|
| 1 |  Noruega | 69.09 | Nivel Muy Alto |
| 2 | Países Bajos | 67.93 | Nivel Muy Alto |
| 3 | Dinamarca | 66.58 | Nivel Muy Alto |
| 4 | Suecia | 66.26 | Nivel Muy Alto |
| 5 | Finlandia | 61.25 | Nivel Muy Alto |
| 6 |  Austria | 58.58 | Nivel Alto |
| 7 | Bélgica | 57.23 | Nivel Alto |
| 8 | Alemania | 56.64 | Nivel Alto |
| 9 | Malasia | 55.54 | Nivel Alto |
| 10 |  Polonia | 54.62 | Nivel Medio |
| 11 | Suiza | 54.60 | Nivel Medio |
| 12 | Hong Kong | 54.44 | Nivel Medio |
| 13 | Corea del Sur | 54.19 | Nivel Medio |
| 14 | Japón | 54.17 | Nivel Medio |
| 15 | Portugal | 53.62 | Nivel Medio |
| 16 | Argentina | 53.49 | Nivel Medio |
| 17 | Francia | 53.16 | Nivel Medio |
| 18 | México | 51.48 | Nivel Medio |
| 19 | República Checa | 51.31 | Nivel Medio |
| 20 | Hungría | 50.80 | Nivel Medio |
| 21 | Eslovaquia | 50.64 | Nivel Medio |
| 22 |  Costa Rica | 49.15 | Nivel Bajo |
| Clasificación | País | EF EPI Resultados | Nivel |
|---|---|---|---|
| 23 | Italia | 49.05 | Nivel Bajo |
| 24 | España | 49.01 | Nivel Bajo |
| 25 | Taiwán | 48.93 | Nivel Bajo |
| 26 | Arabia Saudí | 48.05 | Nivel Bajo |
| 27 | Guatemala | 47.80 | Nivel Bajo |
| 28 | El Salvador | 47.65 | Nivel Bajo |
| 29 | China | 47.62 | Nivel Bajo |
| 30 | India | 47.35 | Nivel Bajo |
| 31 | Brasil | 47.27 | Nivel Bajo |
| 32 | Rusia | 45.79 | Nivel Bajo |
| 33 |  Rep. Dominicana | 44.91 | Nivel Muy Bajo |
| 34 | Indonesia | 44.78 | Nivel Muy Bajo |
| 35 | Perú | 44.71 | Nivel Muy Bajo |
| 36 | Chile | 44.63 | Nivel Muy Bajo |
| 37 | Ecuador | 44.54 | Nivel Muy Bajo |
| 38 | Venezuela | 44.43 | Nivel Muy Bajo |
| 39 | Vietnam | 44.32 | Nivel Muy Bajo |
| 40 | Panamá | 43.62 | Nivel Muy Bajo |
| 41 | Colombia | 42.77 | Nivel Muy Bajo |
| 42 | Tailandia | 39.41 | Nivel Muy Bajo |
| 43 | Turquía | 37.66 | Nivel Muy Bajo |
| 44 | Kazajstán | 31.74 | Nivel Muy Bajo |
Más información sobre este informe en: http://www.ef.com.es/epi/download-full-report/
6/4/11
Richard and his trips
This is a very interesting listening containing a lot of information.
Try to answer these questions:
What does Richard like about Cairo?
Where did he start to learn Spanish?
What's the difference between Argentina and Ecuador?
Where did he pick up some Quechua?
What did he do in Nicaragua?
Chabolas were built out of....
What was he teaching there?
"That's like selling coal to people from Newcastle" What's the meaning of this phrase?
Try to answer these questions:
What does Richard like about Cairo?
Where did he start to learn Spanish?
What's the difference between Argentina and Ecuador?
Where did he pick up some Quechua?
What did he do in Nicaragua?
Chabolas were built out of....
What was he teaching there?
"That's like selling coal to people from Newcastle" What's the meaning of this phrase?
Sobre la marcha....
How do you say....sobre la marcha?
We can use this expression "To play it by ear"
Example: Where are we going to have lunch tomorrow?
mmmm...I don't know...We'll play it by ear!
Another useful and similar expression is " To cross that bridge when one comes to it "
We normally use this expression when dealing with a situation or problem only when it arises.
Example: What if you don't pass the exam?
I haven't thought about that. I will cross that bridge when I come to it.
We can use this expression "To play it by ear"
Example: Where are we going to have lunch tomorrow?
mmmm...I don't know...We'll play it by ear!
Another useful and similar expression is " To cross that bridge when one comes to it "
We normally use this expression when dealing with a situation or problem only when it arises.
Example: What if you don't pass the exam?
I haven't thought about that. I will cross that bridge when I come to it.
4/4/11
About Scotland
Este vídeo es bastante interesante por el ruido de fondo. No vas a poder escuchar palabra por palabra claramente como en algunos listenings para aprender inglés. Soooo, this is Real English !!
Answer these questions:
-People seem to associate Scotland with.....
-How does John describe people from Glasgow?
-What does he say about the Scottish food?
-Is there anything under the Scottish kilt?
Answer these questions:
-People seem to associate Scotland with.....
-How does John describe people from Glasgow?
-What does he say about the Scottish food?
-Is there anything under the Scottish kilt?
How do you say....?
...día sí, día no : every other day
Example: My granny takes her medicine every other day.
Example: My granny takes her medicine every other day.
RISE AND RAISE
1) Rise- Rose- Risen (subir, levantar, aumentar) /raɪz/
* Intransitive verb: it doesn't take an object.
* Examples: - When the sun rises I feel alive!
- The temperature has risen so much that we need the air-conditioning on all day.
2) Raise- Raised- Raised (subir, levantar, aumentar) /reɪz/
* Transitive verb: it takes an object.
* Examples: - Could you raise the blinds, please? I can't read very well in this light. (The blinds is the object)
- She raised her eyebrows and smiled. (her eyebrows is the object)
* Intransitive verb: it doesn't take an object.
* Examples: - When the sun rises I feel alive!
- The temperature has risen so much that we need the air-conditioning on all day.
2) Raise- Raised- Raised (subir, levantar, aumentar) /reɪz/
* Transitive verb: it takes an object.
* Examples: - Could you raise the blinds, please? I can't read very well in this light. (The blinds is the object)
- She raised her eyebrows and smiled. (her eyebrows is the object)
People
"People is or people are"? ...parece la eterna pregunta del estudiante.
PEOPLE ARE
En este caso concreto, para recordarlo pensaremos que people (gente) son un grupo de personas, por lo que es plural. Some examples:
- Some people think (NO thinks) that we should recycle more.
- People have (NO has) the power!
- Sometimes poor people are happier than rich people.
2/4/11
Patricia speaks about Washington D.C.
Why is Washington DC an important city?
Which are the most important monuments there?
Why is the busiest time now?
 |
| Cherry Blossom. Washington DC. Tania 2010. |
My friend Patricia lives in Washington DC. I loved that city when I visited it last year. You can visit a lot of museums for free and The National Mall is a place to be once in your life. The Cherry Blossom Festival is just amazing!!!
Why is Washington DC an important city?
Which are the most important monuments there?
Why is the busiest time now?
Introducing Richard
Where is Richard from?
He's been living in Spain for........
What is he doing in Valencia?
What does he like about Valencia?
Why did he come to this city?
He's been living in Spain for........
What is he doing in Valencia?
What does he like about Valencia?
Why did he come to this city?
Introducing John
Listen to John and answer these questions:
- Why does he feel great?
- What does the expression "it's a deal" mean?
- Why did he come to Spain?
- Why does he feel great?
- What does the expression "it's a deal" mean?
- Why did he come to Spain?
31/3/11
Nos dejan en ridículo
'NYT' deja en ridículo a los españoles: quieren trabajo en el extranjero y no saben idiomas
Los españoles tienen una asignatura pendiente en el aprendizaje de idiomas. Eso es lo que se desprende de un artículo publicado por el New York Times en el que el diario critica el bajo nivel de inglés de nuestro país. Este fracaso educativo, de acuerdo con el rotativo, provoca que los españoles no puedan viajar al extranjero en busca de trabajo, sobre todo en un momento en que la tasa de paro supera el 20%.
“España se tiene que tomar en serio la necesidad de reformar la educación, en particular la enseñanza de inglés”, asegura en el diario estadounidense el abogado Emilio Cuatrecasas.
Tampoco quedan mejor parados los políticos españoles. El New York Times hace hincapié en que ni Mariano Rajoy ni José Luis Rodríguez Zapatero controlan la lengua de Shakespeare, una carencia que refleja la del propio país.
(extractos de la noticia) Si quieres ver la noticia completa en español sigue el link:
http://www.elconfidencial.com/sociedad/2011/times-ridiculo-espanoles-quieren-trabajo-extranjero-20110330-76838.html
OJO>>> Aquí tienes la noticia del NYT en INGLÉS así puedes practicar "real reading".
http://www.nytimes.com/2011/03/30/world/europe/30iht-spain30.html
OJO>>> Aquí tienes la noticia del NYT en INGLÉS así puedes practicar "real reading".
http://www.nytimes.com/2011/03/30/world/europe/30iht-spain30.html
29/3/11
Welcome!
Bienvenidos al blog!
La idea de este blog es aportar mi granito de arena y mis experiencias (y experiencia) sobre el aprendizaje del inglés. Aprender un idioma sin vivir en el país en cuestión puede ser una misión imposible, una desmoralización continua, pero SE PUEDE....Yes, we can do it!
Sin vivir largas temporadas fuera de España y sin salir de Erasmus, he llegado a ser Pofesora de Inglés titulada por la Universidad de Cambridge....¿cómo? ESFORZÁNDOME.
Actualmente me dedico a ayudar a todas aquellas personas que por cualquier motivo necesitan aprender o mejorar su nivel de inglés. Entiendo perfectamente las dificultades que van apareciendo durante el aprendizaje y los puntos débiles de los españoles....porque yo misma los he tenido que superar!
"Nada en el mundo sustituye a la constancia. El talento no la sustituye, pues nada es tan corriente como los inteligentes frustrados. El genio tampoco, ya que resulta ser tópico el caso de los genios ignorados. Ni siquiera la educación sustituye a la constancia, pues el mundo está lleno de fracasados bien educados. Sólamente la constancia y la decisión lo consiguen todo"
La idea de este blog es aportar mi granito de arena y mis experiencias (y experiencia) sobre el aprendizaje del inglés. Aprender un idioma sin vivir en el país en cuestión puede ser una misión imposible, una desmoralización continua, pero SE PUEDE....Yes, we can do it!
Sin vivir largas temporadas fuera de España y sin salir de Erasmus, he llegado a ser Pofesora de Inglés titulada por la Universidad de Cambridge....¿cómo? ESFORZÁNDOME.
Actualmente me dedico a ayudar a todas aquellas personas que por cualquier motivo necesitan aprender o mejorar su nivel de inglés. Entiendo perfectamente las dificultades que van apareciendo durante el aprendizaje y los puntos débiles de los españoles....porque yo misma los he tenido que superar!
"Nada en el mundo sustituye a la constancia. El talento no la sustituye, pues nada es tan corriente como los inteligentes frustrados. El genio tampoco, ya que resulta ser tópico el caso de los genios ignorados. Ni siquiera la educación sustituye a la constancia, pues el mundo está lleno de fracasados bien educados. Sólamente la constancia y la decisión lo consiguen todo"
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