This document provides information and instructions for the English language proficiency exam for teachers seeking habilitation as bilingual professors in Spain. It outlines the two phases of the exam, which assess reading comprehension, written expression, listening comprehension, grammar and vocabulary in Phase 1, and oral expression in Phase 2. It provides sample exam questions and instructions for tasks like reading comprehension questions, writing compositions, and listening comprehension questions. The document gives guidance on how to approach different types of exam questions and what skills and language functions will be assessed.
This document is a newsletter from Trinity Lutheran School providing information about upcoming events and activities for the new school year. It discusses registration dates, teacher in-service, the opening worship service, a back-to-school picnic, the school theme of "Love One Another", enrollment numbers, athletics programs, improvements to the school entrance, a new school email address, and wish list items for donations.
This document contains 8 poems for discussion in a literary appreciation course. The poems cover a range of themes including the fleeting nature of youth and beauty, love, nature, war, and death. The poems are written by well-known authors such as William Shakespeare, Emily Dickinson, William Butler Yeats, and Thomas Hardy.
Cyprus in english digenis and the crab monstermariajoaocosta
Digenis Akritas, the strongest hero, is summoned by the King to defeat a crab monster terrorizing the villagers. Digenis battles the massive crab monster in an epic fight that shakes the earth. With divine help, Digenis discovers the crab monster's weak spot and stabs it, defeating the beast. The villagers celebrate the death of the crab monster and Digenis's heroic efforts in saving their land.
This book of poetry contains over 30 poems on various topics such as war, nature, history, and human behavior. The poems are short, ranging from 3 to 10 lines each. They use simple language and rhyme to convey messages about the destructiveness of war, the beauty of nature, and the human tendency towards greed and destruction. Overall, the book provides a collection of short, rhyming poems on an eclectic range of subjects.
This summary provides the key details from the story excerpt and author biography:
1) The story excerpt describes the author's memories of sledding as a child on a steep logging road called "The Sleddin' Road", which was notorious for injuries.
2) Local kids told scary stories about the road, including that it was haunted by the ghost of a large toboggan that caused accidents.
3) The author biography explains that James D. Beers is an archaeologist who writes short stories and novels in his spare time based on his childhood adventures in Northern Idaho.
The document appears to be a series of summaries of chapters from a book about three men, George, Harris, and Jerome, who take a boating trip down a river. Some of the key events described include:
- The men make plans for their trip and debate whether to camp or stay in inns
- At a pub, they make a long list of items to bring before deciding to travel lightly
- They have trouble waking up on time and catching the right train to begin their journey
- Mishaps occur like spilled food and getting lost on their trip downstream
- Jerome recalls stories from their previous boating trips and school experiences
- Arguments take place over visiting a cemetery and dealing with tresp
This document provides an agenda and lecture materials for an English writing class. It discusses the short story "The Most Dangerous Game" and how to create suspense in fiction writing. Some key points covered include:
- Starting the story with strong initial conflict but leaving room for escalation.
- Adding elements of uncertainty and allowing readers to root for characters.
- Developing believable, logical villains and evoking strong emotions through critical conflicts that get progressively worse.
- Using sensory details, scene cuts, pacing techniques, and showing characters' dread to build anticipation and suspense throughout the story.
This document is a newsletter from Trinity Lutheran School providing information about upcoming events and activities for the new school year. It discusses registration dates, teacher in-service, the opening worship service, a back-to-school picnic, the school theme of "Love One Another", enrollment numbers, athletics programs, improvements to the school entrance, a new school email address, and wish list items for donations.
This document contains 8 poems for discussion in a literary appreciation course. The poems cover a range of themes including the fleeting nature of youth and beauty, love, nature, war, and death. The poems are written by well-known authors such as William Shakespeare, Emily Dickinson, William Butler Yeats, and Thomas Hardy.
Cyprus in english digenis and the crab monstermariajoaocosta
Digenis Akritas, the strongest hero, is summoned by the King to defeat a crab monster terrorizing the villagers. Digenis battles the massive crab monster in an epic fight that shakes the earth. With divine help, Digenis discovers the crab monster's weak spot and stabs it, defeating the beast. The villagers celebrate the death of the crab monster and Digenis's heroic efforts in saving their land.
This book of poetry contains over 30 poems on various topics such as war, nature, history, and human behavior. The poems are short, ranging from 3 to 10 lines each. They use simple language and rhyme to convey messages about the destructiveness of war, the beauty of nature, and the human tendency towards greed and destruction. Overall, the book provides a collection of short, rhyming poems on an eclectic range of subjects.
This summary provides the key details from the story excerpt and author biography:
1) The story excerpt describes the author's memories of sledding as a child on a steep logging road called "The Sleddin' Road", which was notorious for injuries.
2) Local kids told scary stories about the road, including that it was haunted by the ghost of a large toboggan that caused accidents.
3) The author biography explains that James D. Beers is an archaeologist who writes short stories and novels in his spare time based on his childhood adventures in Northern Idaho.
The document appears to be a series of summaries of chapters from a book about three men, George, Harris, and Jerome, who take a boating trip down a river. Some of the key events described include:
- The men make plans for their trip and debate whether to camp or stay in inns
- At a pub, they make a long list of items to bring before deciding to travel lightly
- They have trouble waking up on time and catching the right train to begin their journey
- Mishaps occur like spilled food and getting lost on their trip downstream
- Jerome recalls stories from their previous boating trips and school experiences
- Arguments take place over visiting a cemetery and dealing with tresp
This document provides an agenda and lecture materials for an English writing class. It discusses the short story "The Most Dangerous Game" and how to create suspense in fiction writing. Some key points covered include:
- Starting the story with strong initial conflict but leaving room for escalation.
- Adding elements of uncertainty and allowing readers to root for characters.
- Developing believable, logical villains and evoking strong emotions through critical conflicts that get progressively worse.
- Using sensory details, scene cuts, pacing techniques, and showing characters' dread to build anticipation and suspense throughout the story.
The document is a summary of the short story "The Notorious Jumping Frog of Calaveras County" by Mark Twain. It discusses how the narrator meets a man named Simon Wheeler in a mining camp who tells a story about a man named Jim Smiley who liked to bet on anything, including a frog jumping contest. However, Smiley's frog was tricked by the opponent who made the frog swallow quail shot, making it too heavy to jump. The summary concludes with the narrator leaving as Wheeler begins another story.
The Celebrated Jumping Frog Of Calaveras CountyChris Edge
The document provides context and discussion questions about Mark Twain's short story "The Celebrated Jumping Frog of Calaveras County". It introduces the frame story structure where one story is told within another. The outer story features a narrator who meets Simon Wheeler, who proceeds to tell the story of a man named Leonidas W. Smiley and his frog that could allegedly outjump any other frog. However, through humorous exaggeration and Wheeler's folksy manner of storytelling, the frog's abilities become absurd and the outcome is determined by cheating rather than jumping ability.
The Celebrated Jumping Frog of Calavares County OverviewBlink576
The story "The Celebrated Jumping Frog of Calaveras County" by Mark Twain takes place in 1850s California and tells the story of a man named Jim Smiley who is known for his gambling. When Smiley obtains a frog named Daniel Webster, he begins betting that the frog can jump farther than any other. One day, a stranger challenges Smiley and secretly fills his frog with lead shot before a jumping contest, causing Smiley to lose his bet. The moral is that one is not always guaranteed success and can be deceived despite their abilities.
The document discusses the archetype of the waif through various examples in different cultures and time periods. A waif is typically a beautiful young woman who finds herself in a situation of distress requiring rescue, such as kidnappings. Examples discussed include Helen of Troy, Andromeda and Persephone from Greek mythology, Snow White from German folktales, Kushinada-hime from Japanese mythology, and Sita from the Indian epic Ramayana. A common theme is that the waif is the object of desire for both a hero and villain, leading to her capture and need for rescue.
shakespeare famous (King lear) tragedy crux sheikhnim
King Lear divides his kingdom between his three daughters, favoring flattery over truth. This causes him to disinherit his honest daughter Cordelia and bring ruin to himself and the kingdom. Parallel to this is the story of Gloucester, who is betrayed by his illegitimate son Edmund, causing his downfall. Both old kings are driven mad by their daughters' betrayal and cruelty.
The story is told in three sentences or less:
Simon Wheeler tells the narrator a story about a man named Jim Smiley who loves to make bets on anything, including his champion jumping frog. Smiley makes a bet with a stranger on his frog's jumping abilities. However, the stranger cheats and loads the frog with shot before the jump, causing the frog to lose and Smiley to lose his bet money.
This document is the beginning of a novel set in a small town Texas bar. The main character, Lucky Tyler, observes as a woman becomes harassed by Little Alvin Cagney, a former NFL player known as a bully. Little Alvin and his friend block the woman's attempt to leave her seat after she rebuffs his advances. Lucky sighs, realizing he will have to intervene despite being in a bad mood and having other problems to deal with. The scene is set for a confrontation between Lucky and the two men bothering the woman.
This document contains a series of literary excerpts from different time periods along with instructions for an activity to have students put the excerpts in chronological order and analyze aspects like language, style, and themes. Excerpts range from Old English poetry to early 20th century poetry about World War I. The activity is meant to introduce students to how the English language has evolved over time and expose them to works outside of their usual experience.
The story is about Nauman, a boy who buys honey from an old woman singer. He places the honey on bread but flies swarm around it. Nauman angrily kills seven flies with one strike. Puffed with pride, he brags about his feat so others will discuss his victory. His actions spread as news throughout the land.
Passionate Ink Booknotes June 2009 EditionEmberCase
This document provides a summary of new book releases and upcoming author events from Passionate Ink publishers. It highlights 10 new books covering genres like paranormal romance, erotic romance, and science fiction. The final section announces future author appearances at writing conferences and bookstores in the UK, US, and Canada to promote their new releases.
Where did these mysterious pink dolphins come from? A strong legend persists deep in the Cuyabeno jungle in Ecuador, where the Aguarico River flows through Ecuador before it joins to the Amazon...
This film plan summarizes a disaster film called "The Last Breath". The narrative follows a cruise ship carrying 3000 people that gets caught in a tsunami in the Pacific Ocean. Most of the passengers and crew are killed by the powerful waves that capsize the ship. Only 10 survivors remain aboard the sinking vessel with no hope of rescue. The sub-plot involves the relationship between a teenage girl and her mother who abandoned her years ago. Themes of corporate greed, nature's revenge against human interference, anger, love, despair and pain will be explored through the characters' experiences.
This document provides an agenda and terms for an EWRT 30 class. It discusses the short story "The Celebrated Jumping Frog of Calaveras County" and covers key elements of stories like plot, point of view, character, and setting. It also defines literary terms like exposition, conflict, suspense, and rising action. Additionally, it covers the concepts of tone and mood, providing examples from the story. Finally, it includes a guided writing exercise where students begin an adventure story by describing the start of their characters' journey into a mysterious forest.
The document provides an agenda for an EWRT 30 class that includes a terms test, discussion of the short story "The Most Dangerous Game", a lecture on suspense, and guided writing on fiction. It then gives details on each item, including discussion questions about the short story's plot and characters, elements of how to build suspense through conflict, uncertainty, evoking emotions in readers, and pacing details in a story. Key scenes from "The Most Dangerous Game" are referenced that leave the reader in suspense.
The document outlines the agenda for an EWRT 30 class. It includes a terms test, discussion of the short story "The Most Dangerous Game", a lecture on suspense, and a guided writing exercise. The lecture provides strategies for building suspense, such as starting with conflict, adding uncertainty, making readers root for characters, including vivid details, escalating the conflict, and using pacing and anticipation/dread. Students will then apply these techniques in a short story writing exercise.
1. Nick Al Ahsan is a US Arab American Marine who suffers from PTSD after serving in Iraq. He returns home and spirals into self-destructive behavior with drinking, violence, and arrests.
2. After hitting his cousin Samir during a drunken fight, Nick is arrested. He later completes a VA rehab program and turns his life around, getting a successful job as a financial advisor.
3. Nick becomes bankrupt again and returns to Samir for help. Samir convinces Nick to sell him inherited land in their home country for a fraction of its value, taking advantage of Nick's vulnerability.
1) The document is a short story about a man who lives in a small hut at the edge of the forest. During a heavy rainstorm, his friend the elephant asks to shelter in the hut but ends up pushing the man out.
2) A commission is formed to resolve the dispute, consisting only of jungle animals, who rule in the elephant's favor. The man is forced to repeatedly build new huts that are then taken over by other jungle animals.
3) Eventually, the man lures all the animals into a hut and burns it down, teaching them that "peace is costly but worth the expense." He then lives happily in peace.
This document provides background information on author B. M. Bower and summarizes the first chapter of her 1918 western novel "Cabin Fever". The chapter introduces the main character, Bud Moore, who owns an auto stage line in California but is suffering from cabin fever due to the inactivity of winter. It describes how he met and married Marie the previous year. Bud is now growing frustrated living with Marie and her critical mother, felt most strongly during his lonely breakfast cooking while the baby wails and Marie refuses to feed it, believing it is not the designated feeding time.
The document provides an overview of the route taken by explorer John Oxley across northern New South Wales in 1818 from Lake Innes on the Tasman Coast inland to the New England Tablelands and western plains toward Cobar. It describes the varied landscapes encountered from coastal ranges and spectacular waterfalls to the flat and fragile western plains once under an ancient sea. The document notes evidence of ancient human civilization dating back 20,000 years found at Lake Mungo, including over 250 preserved human footprints, showing these early Australians were well established with rituals and traditions.
This document provides information about a seminar on linguistic habilitation in English and teaching qualifications in the Community of Madrid. It discusses what linguistic habilitation is, who it is aimed at, and the process for teachers to become qualified bilingual teachers. It outlines the two phases of the habilitation exam for the Community of Madrid - a written test and an oral test. It lists the qualifications that exempt teachers from Phase I or provide habilitation of office if obtained in the last 5 years. The document also answers some frequently asked questions about the exam and preparation.
The document is a summary of the short story "The Notorious Jumping Frog of Calaveras County" by Mark Twain. It discusses how the narrator meets a man named Simon Wheeler in a mining camp who tells a story about a man named Jim Smiley who liked to bet on anything, including a frog jumping contest. However, Smiley's frog was tricked by the opponent who made the frog swallow quail shot, making it too heavy to jump. The summary concludes with the narrator leaving as Wheeler begins another story.
The Celebrated Jumping Frog Of Calaveras CountyChris Edge
The document provides context and discussion questions about Mark Twain's short story "The Celebrated Jumping Frog of Calaveras County". It introduces the frame story structure where one story is told within another. The outer story features a narrator who meets Simon Wheeler, who proceeds to tell the story of a man named Leonidas W. Smiley and his frog that could allegedly outjump any other frog. However, through humorous exaggeration and Wheeler's folksy manner of storytelling, the frog's abilities become absurd and the outcome is determined by cheating rather than jumping ability.
The Celebrated Jumping Frog of Calavares County OverviewBlink576
The story "The Celebrated Jumping Frog of Calaveras County" by Mark Twain takes place in 1850s California and tells the story of a man named Jim Smiley who is known for his gambling. When Smiley obtains a frog named Daniel Webster, he begins betting that the frog can jump farther than any other. One day, a stranger challenges Smiley and secretly fills his frog with lead shot before a jumping contest, causing Smiley to lose his bet. The moral is that one is not always guaranteed success and can be deceived despite their abilities.
The document discusses the archetype of the waif through various examples in different cultures and time periods. A waif is typically a beautiful young woman who finds herself in a situation of distress requiring rescue, such as kidnappings. Examples discussed include Helen of Troy, Andromeda and Persephone from Greek mythology, Snow White from German folktales, Kushinada-hime from Japanese mythology, and Sita from the Indian epic Ramayana. A common theme is that the waif is the object of desire for both a hero and villain, leading to her capture and need for rescue.
shakespeare famous (King lear) tragedy crux sheikhnim
King Lear divides his kingdom between his three daughters, favoring flattery over truth. This causes him to disinherit his honest daughter Cordelia and bring ruin to himself and the kingdom. Parallel to this is the story of Gloucester, who is betrayed by his illegitimate son Edmund, causing his downfall. Both old kings are driven mad by their daughters' betrayal and cruelty.
The story is told in three sentences or less:
Simon Wheeler tells the narrator a story about a man named Jim Smiley who loves to make bets on anything, including his champion jumping frog. Smiley makes a bet with a stranger on his frog's jumping abilities. However, the stranger cheats and loads the frog with shot before the jump, causing the frog to lose and Smiley to lose his bet money.
This document is the beginning of a novel set in a small town Texas bar. The main character, Lucky Tyler, observes as a woman becomes harassed by Little Alvin Cagney, a former NFL player known as a bully. Little Alvin and his friend block the woman's attempt to leave her seat after she rebuffs his advances. Lucky sighs, realizing he will have to intervene despite being in a bad mood and having other problems to deal with. The scene is set for a confrontation between Lucky and the two men bothering the woman.
This document contains a series of literary excerpts from different time periods along with instructions for an activity to have students put the excerpts in chronological order and analyze aspects like language, style, and themes. Excerpts range from Old English poetry to early 20th century poetry about World War I. The activity is meant to introduce students to how the English language has evolved over time and expose them to works outside of their usual experience.
The story is about Nauman, a boy who buys honey from an old woman singer. He places the honey on bread but flies swarm around it. Nauman angrily kills seven flies with one strike. Puffed with pride, he brags about his feat so others will discuss his victory. His actions spread as news throughout the land.
Passionate Ink Booknotes June 2009 EditionEmberCase
This document provides a summary of new book releases and upcoming author events from Passionate Ink publishers. It highlights 10 new books covering genres like paranormal romance, erotic romance, and science fiction. The final section announces future author appearances at writing conferences and bookstores in the UK, US, and Canada to promote their new releases.
Where did these mysterious pink dolphins come from? A strong legend persists deep in the Cuyabeno jungle in Ecuador, where the Aguarico River flows through Ecuador before it joins to the Amazon...
This film plan summarizes a disaster film called "The Last Breath". The narrative follows a cruise ship carrying 3000 people that gets caught in a tsunami in the Pacific Ocean. Most of the passengers and crew are killed by the powerful waves that capsize the ship. Only 10 survivors remain aboard the sinking vessel with no hope of rescue. The sub-plot involves the relationship between a teenage girl and her mother who abandoned her years ago. Themes of corporate greed, nature's revenge against human interference, anger, love, despair and pain will be explored through the characters' experiences.
This document provides an agenda and terms for an EWRT 30 class. It discusses the short story "The Celebrated Jumping Frog of Calaveras County" and covers key elements of stories like plot, point of view, character, and setting. It also defines literary terms like exposition, conflict, suspense, and rising action. Additionally, it covers the concepts of tone and mood, providing examples from the story. Finally, it includes a guided writing exercise where students begin an adventure story by describing the start of their characters' journey into a mysterious forest.
The document provides an agenda for an EWRT 30 class that includes a terms test, discussion of the short story "The Most Dangerous Game", a lecture on suspense, and guided writing on fiction. It then gives details on each item, including discussion questions about the short story's plot and characters, elements of how to build suspense through conflict, uncertainty, evoking emotions in readers, and pacing details in a story. Key scenes from "The Most Dangerous Game" are referenced that leave the reader in suspense.
The document outlines the agenda for an EWRT 30 class. It includes a terms test, discussion of the short story "The Most Dangerous Game", a lecture on suspense, and a guided writing exercise. The lecture provides strategies for building suspense, such as starting with conflict, adding uncertainty, making readers root for characters, including vivid details, escalating the conflict, and using pacing and anticipation/dread. Students will then apply these techniques in a short story writing exercise.
1. Nick Al Ahsan is a US Arab American Marine who suffers from PTSD after serving in Iraq. He returns home and spirals into self-destructive behavior with drinking, violence, and arrests.
2. After hitting his cousin Samir during a drunken fight, Nick is arrested. He later completes a VA rehab program and turns his life around, getting a successful job as a financial advisor.
3. Nick becomes bankrupt again and returns to Samir for help. Samir convinces Nick to sell him inherited land in their home country for a fraction of its value, taking advantage of Nick's vulnerability.
1) The document is a short story about a man who lives in a small hut at the edge of the forest. During a heavy rainstorm, his friend the elephant asks to shelter in the hut but ends up pushing the man out.
2) A commission is formed to resolve the dispute, consisting only of jungle animals, who rule in the elephant's favor. The man is forced to repeatedly build new huts that are then taken over by other jungle animals.
3) Eventually, the man lures all the animals into a hut and burns it down, teaching them that "peace is costly but worth the expense." He then lives happily in peace.
This document provides background information on author B. M. Bower and summarizes the first chapter of her 1918 western novel "Cabin Fever". The chapter introduces the main character, Bud Moore, who owns an auto stage line in California but is suffering from cabin fever due to the inactivity of winter. It describes how he met and married Marie the previous year. Bud is now growing frustrated living with Marie and her critical mother, felt most strongly during his lonely breakfast cooking while the baby wails and Marie refuses to feed it, believing it is not the designated feeding time.
The document provides an overview of the route taken by explorer John Oxley across northern New South Wales in 1818 from Lake Innes on the Tasman Coast inland to the New England Tablelands and western plains toward Cobar. It describes the varied landscapes encountered from coastal ranges and spectacular waterfalls to the flat and fragile western plains once under an ancient sea. The document notes evidence of ancient human civilization dating back 20,000 years found at Lake Mungo, including over 250 preserved human footprints, showing these early Australians were well established with rituals and traditions.
This document provides information about a seminar on linguistic habilitation in English and teaching qualifications in the Community of Madrid. It discusses what linguistic habilitation is, who it is aimed at, and the process for teachers to become qualified bilingual teachers. It outlines the two phases of the habilitation exam for the Community of Madrid - a written test and an oral test. It lists the qualifications that exempt teachers from Phase I or provide habilitation of office if obtained in the last 5 years. The document also answers some frequently asked questions about the exam and preparation.
Este documento proporciona información sobre los centros educativos bilingües en la Comunidad de Madrid para el curso 2016-2017. Resume que habrá 357 colegios y 133 institutos públicos bilingües, con la implantación del programa bilingüe en 4 nuevos colegios y 23 nuevos institutos. Además, describe la organización de las enseñanzas bilingües en primaria y secundaria, los programas de formación y evaluación, y la información de contacto relevante.
Este documento presenta varios modelos de bilingüismo, incluyendo modelos teóricos como bilingüismo coordinado vs compuesto, y modelos de inmersión como total temprana, media y tardía. También describe programas de enseñanza bilingüe en la Unión Europea y España, con un enfoque en el programa de la Comunidad de Madrid. Este incluye características como un mínimo del 33% del horario en inglés, y evaluaciones externas en primaria y secundaria. Finalmente, se resumen las visitas a cuatro coleg
Anexo xxi. estudio de normativa . modelo de bilingüísmo escolarArceOrientacionmadrid
Este documento resume los modelos de enseñanza bilingüe en la Unión Europea y España, con un foco en el programa de la Comunidad de Madrid. Describe las características, materias, requisitos de profesores y certificaciones de los programas. También analiza aspectos metodológicos, seguimiento y evaluación del programa en Madrid, concluyendo con tendencias futuras y retos como la necesidad de mayor formación y adaptación a la diversidad de alumnos.
Este documento describe varias aplicaciones y páginas web para aprender y practicar el inglés como lengua extranjera. Se mencionan aplicaciones como Moody Monster Manor, Minitunes y Pupitre que usan juegos interactivos para enseñar vocabulario, números, colores y más a niños pequeños. También incluye recursos como Educanave, Cuentos para dormir y The Classroom que ofrecen cuentos, actividades y juegos de vocabulario para estudiantes de primaria.
Este documento anuncia nuevos cursos homologados para la preparación de oposiciones y sexenios, así como cursos de inglés de la Universidad de Cambridge. También presenta un libro en línea con casos prácticos para profesores y varios libros de acupuntura. Por último, promociona actividades extraescolares para alumnos con el objetivo de fomentar su creatividad, desarrollo físico e intelectual.
Context bilingual programmes and clil in spainisadorab
The document discusses bilingual education models and Content and Language Integrated Learning (CLIL) programs in Spain, including immersion programs for teaching Catalan, Galician, and Basque, as well as English as a foreign language. It outlines different bilingual education models used in the Basque Country, Catalonia, and Galicia based on the percentage of curriculum taught in the local language versus Spanish. It also describes CLIL programs in place with the British Council and evaluated bilingual education projects across Spain.
The document outlines the structure and content of a First Certificate in English Speaking exam. It includes 4 parts:
Part 1 involves answering basic questions about yourself. Part 2 has each candidate speak for 1 minute about 2 photos, comparing, contrasting, and speculating. Part 3 has candidates discuss travel problems shown in pictures. Part 4 extends the discussion with additional examiner questions. Sample language for each part is provided to help candidates compare/contrast, speculate, and discuss the topics.
SISTEMATIZACIÓN DEL PROCESO DE EVALUACIÓN DE DESEMPEÑO DE LOS PREPARADORES DO...Manuel Mujica
UNIVERSIDAD CENTROCCIDENTAL
“LISANDRO ALVARADO”
DECANATO DE CIENCIAS Y TECNOLOGÍA
COORDINACIÓN DE POSTGRADO
SISTEMATIZACIÓN DEL PROCESO DE EVALUACIÓN DE DESEMPEÑO DE LOS PREPARADORES DOCENTES DEL DECANATO DE CIENCIAS Y TECNOLOGÍA DE LA UCLA
AUTORA: YLIANA MOGOLLÓN
TUTORA : MAILEN CAMACARO
FECHA : ABRIL 2011
RESUMEN
El presente trabajo de investigación, cuyo objetivo fue sistematizar el proceso de
evaluación de desempeño de los Preparadores Docentes del Decanato de Ciencias y
Tecnología de la UCLA, surgió de la necesidad que tiene el decanato de disponer de
un sistema formal de evaluación de desempeño de los Preparadores Docentes, que
permita a la Dirección Administrativa tener evidencias para la rendición de cuentas
de la ejecución del presupuesto, así como también, la oportunidad de normalizar el
proceso de evaluación de los Preparadores Docentes mediante la utilización de
parámetros basados en competencias. Para ello se establecieron los siguientes
objetivos específicos: a) Diagnosticar la situación actual del control administrativo de
los Preparadores Docentes y del proceso de evaluación de desempeño de los mismos
en el Decanato de Ciencias y Tecnología de la UCLA, b) Evaluar la factibilidad
operativa, técnica y financiera de la sistematización del proceso de evaluación de
desempeño de los Preparadores Docentes del Decanato de Ciencias y Tecnología de
la UCLA a través de un sistema de información basado en tecnología Web y c)
Proponer la sistematización del proceso de evaluación de desempeño de los
Preparadores Docentes del Decanato de Ciencias y Tecnología de la UCLA a través
un sistema de información basado en tecnología Web. La investigación estuvo
metodológicamente enmarcada en un proyecto factible en el que se abarcaron las
etapas de diagnóstico, factibilidad y diseño de la propuesta; todo esto apoyado en
técnicas e instrumentos de recolección de datos. El análisis y diseño de la propuesta
se desarrolló usando el método de desarrollo Watch, mediante el modelado del
negocio e ingeniería de requisitos. Como resultado de la investigación, se desarrolló
un prototipo del sistema de información que permitirá llevar un control
administrativo eficiente sobre las preparadurías, así como facilitar y normalizar el
proceso de evaluación de desempeño de los Preparadores Docentes.
Palabras claves: Preparadores Docentes, Evaluación de Desempeño, Sistema de
Información, Método de Desarrollo Watch.
The document discusses the concept of an author's tone and how it influences the mood and atmosphere of a story. It defines tone as the author's attitude toward the subject matter. Tone is conveyed through word choices and can be described as cynical, cheerful, etc. The tone helps set the mood the author wants readers to feel. Examples are provided of different tones, such as serious, sarcastic, and enthusiastic tones and how they shape the story. Literary passages are cited that demonstrate different tones.
Family Tree Essay. My family tree Teaching ResourcesMorgan Daniels
21+ Examples of Family Tree - PDF, DOC. Paragraph Family Tree Essay. My family tree | Teaching Resources. How to Write an Essay About My Family History (With Example). 003 Essay Example My Family Tree How To Write An About Writing In .... Family tree essay. UpFront with NGS: Dreading the Family Tree Assignment. My Family Essay How to Write Essay About Family ️ Examples.
1) The writer and his friends were canoeing down a river in Borneo when they encountered increasingly treacherous rapids and waterfalls. At one point, they encountered a blocked river and a channel near a powerful waterfall presented the only route forward.
2) As they navigated the canoe through the channel, one of the men, James, lost his footing and fell into the powerful waterfall's whirlpool. He struggled to hold on but was pulled under by the strong currents.
3) Another member of the group, Leon, heroically dove into the dangerous whirlpool and rescued James. Though injured, James survived with Leon's help.
The document provides instructions for creating an account on the website HelpWriting.net in order to request that a writer complete an assignment. It outlines a 5-step process: 1) Create an account with a password and email, 2) Complete a form with assignment details and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions if needed, knowing the site guarantees original, high-quality work.
The document discusses adapting short stories into screenplays for television or film. It provides examples from short stories the author has written that take place in Denmark. One story is about a man eating a fruit messily on the subway on his way to an important job interview. Details from the story, like the fruit eating and stained clothes, could be used to characterize the man in a screenplay through a montage. The document also discusses how to translate essential elements and inner processes from stories into visual elements for the screenplay without dialogue. It provides an example of a potential screenplay describing what a seal might see from its point of view on a sandbank near a harbor.
The document discusses an author's tone, which indicates their attitude towards the subject matter. Tone is established through word choices and descriptions that can be cynical, cheerful, angry, or other adjectives. Tone is different from mood, as tone is the author's attitude while mood is the emotion they want readers to feel. An author's tone helps create the overall atmosphere and mood of a story. Several examples are provided of tones in literature, such as serious, sarcastic, humorous, and indifferent tones used in different passages. Readers must analyze word choices and context clues to determine an author's tone.
The document is a collection of images, reflections, and essays from students who studied abroad during the 2014-2015 school year. It includes photographs from locations around the world along with short written pieces describing experiences, observations, and reflections from the students' time spent studying internationally. The selections provide a glimpse into the personal growth and self-discovery the students experienced while abroad.
This poem describes the speaker's childhood memories of watching his father and grandfather dig potatoes and cut turf. He recalls following his father as he plowed fields with horses, trying to learn the skills of farming. While he wanted to be a farmer like the men in his family, he was always just "following in their shadow." The speaker finds himself now in the role of the father figure as his own father struggles to keep up with him.
This document contains several unrelated news articles from a fictional newspaper called the Fort Rucker Pubic Affairs. The articles include a recall notice for PT Cruisers, a story about a local resident named Jay Mann traveling to Japan to pursue his musical talents, and an announcement about Mann's band MANN'TICORE performing at the famous Budokan arena in Tokyo. Other brief articles discuss manga, flea markets, and DIY workshops.
This document contains a collection of journal entries, notes, and observations from trips to various locations in Newfoundland and Labrador, Canada. It describes encounters with seals, views of icebergs, interactions with local communities as supplies are delivered, sightings of wildlife like whales and puffins, and experiences of natural phenomena like the Northern Lights. The entries provide vivid descriptions of the landscapes, wildlife, and way of life in small coastal towns in this region.
The document contains a short story told through audio about a grandmother who recalls spending time at a pier near her home as a child, only to later discover that the abandoned warehouse near the pier had been used by the mob to dispose of bodies. Sound effects and ambient noise are used throughout the audio story to set the scene and enhance the narrative.
The document contains quotes from William Golding's novel "Lord of the Flies" that describe key events and characterize important themes in the story. It includes quotes that show Piggy being mocked for his intelligence and appearance, the boys establishing rules but then descending into savagery, Jack painting his face and leading a violent hunt, the death of Simon, and the brutal killing of Piggy which marks the complete collapse of order on the island.
Differences between Formal and Informal Language StyleAscension Villalba
This presentation will help you to understand the difference between Formal and Informal Language in Writing.
Knowing the difference between formal and informal writing is only half the battle. The other important aspect is knowing which to use. Here are some examples of when you would use formal vs informal writing.
Controlling the Language style you will improve in controlling the assessment areas in Trinity ISE :
1.- Task fulfilment:
Responding to the prompt fully
Achieving the communicative aim
Showing awareness of the reader and the purpose for writing
2.- Organisation and structure:
Presenting ideas and arguments clearly
Using the best format to fulfil the task and text type
Structuring the writing appropriately, eg using beginnings,
endings and paragraphs
3.- Language control:
Using a range of language functions, grammar and vocabulary
Using language functions, grammar and vocabulary accurately
Using spelling and punctuation accurately
En el examen B2 de Trinity hay dos ejercicios de escritura o Writing Tasks. Los ejercicios son: Task 3 –Reading into writing y Task 4 – Extended Writing. Empecemos por lo que los dos textos tienen en común, en ambos ejercicios la longitud de ambos textos es de 150- 180 palabras. Además, en ambos writings pueden te puede tocar cualquier tipo de texto: ensayo, artículo, correo, carta, informe y crítica. El tiempo para hacer cada texto es de 40 minutos por lo que es muy importante conocer su formato de antemano.In this presentation, you will learn how to write a review.
'The Media' is one of the 12 subject areas to be discussed in TRINITY ISE III.
The Conversation task is a meaningful and authentic exchange of information, ideas and opinions. It is not a formal ‘question and answer’ interview. In this task, the examiner selects one subject area for discussion with the candidate.
In Trinity ISE II and III Module Reading and Writing, the candidate will have to do a writing. In this presentation, it can be learned the main differences between a report and a proposal. This section of the exam assesses the ability to:
◗ identify information that is relevant to the writing task and common themes and links across multiple texts and the finer points of detail, eg attitudes implied
◗ paraphrase/summarise complex and demanding texts
◗ synthesise such information to produce elaborated responses with clarity and precision.
After watching this presentation, candidates to this exam will understand how to have a critical and analytical thinking to write a report or a prososal.
What will I learn in this presentation?
In the Independent Listening Task in ISE III (Speaking and Listening Module) the candidate will listen to a recording twice. They report orally to the examiner firstly the gist of what they have heard and then the detail.
Candidates are encouraged to take notes, which will be used to answer the proposed question about the audio.
Candidates show that they are able to place information in a wider context, clearly distinguish main and subordinate points and recognise the speaker’s line of argument, inferring information and links between points of information that are not expressed explicitly, interpreting the speaker’s attitude and inferring the meaning of unfamiliar words.
Expected Task Outcomes:
◗ Reporting a line of argument.
◗ Interpreting what a speaker says and how he/she says it.
◗ Very accurate use of inference and reference.
◗ Identifying speaker attitude and perspective; evaluating speaker’s
comments.
Assessment: This task is subjectively scored using a rating scale. The number of content
points reported correctly is taken into account alongside factors such as hesitation.
Listening Test Specifications:
THE AUDIO RECORDING:
Speech rate: Conversational speech rate, with natural speeding up and slowing down. Classroom-style delivery.
Pattern: Monologue.
Articulation: Natural, with some words foregrounded but others of low prominence.
Accent: May include varieties that can be processed using southern British and general American as a point of reference.
THE AUDIO CONTENT:
Topic: Information generally of a discursive nature.
Type and structure: Exposition; discussion which weighs points against each other. Quite complex links between points of information, which sometimes have to be inferred. Examples include lectures, complex
discussions, debates, podcasts, radio programming, and documentary.
Syntactic complexity: Full range. Subordinate clauses widely used.
Information density and complexity: Quite information dense.
Redundancy and rephrasing: Limited repetition and rephrasing common to a teaching style.
Speech rate: Normal, conversational rate.
Length of recording: 2 minutes 45 seconds.
Stereotypes is one of the 12 subject areas to be discussed in TRINITY ISE III.
The Conversation task is a meaningful and authentic exchange of information, ideas and opinions. It is not a formal ‘question and answer’ interview. In this task, the examiner selects one subject area for discussion with the candidate.
In this presentation you will learn some strategies to improve your reading skills. It explains how to identify topics, main ideas and supporting details.
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial. Muchas empresas se han visto obligadas a cerrar temporalmente o despedir empleados, lo que ha provocado una recesión global. A pesar de los desafíos económicos actuales, se espera que la mayoría de las economías se recuperen a medida que se controlen los brotes de virus y se reanuden las actividades comerciales normales.
Preparación Topic para examen de Trinity ISE II - B2.- Especificaciones y detalles de cómo preparar la primera parte del examen de Trinity de ISE II - B2, también llamada Topic Phase.
Creeemos Juntos is a nonprofit organization dedicated to empowering Latino communities through education. They provide after school programs, parent workshops, literacy campaigns and leadership development opportunities. Their vision is for all Latino children to receive a quality education that allows them to reach their full potential.
This document provides guidance and sample language for tasks in the Trinity ISE II and ISE III speaking and listening exams, including asking questions, showing understanding, giving suggestions and advice, discussing advantages and disadvantages, expressing possibility and deducing and inferring meaning. It offers phrases and sentences of varying sophistication for common functions in collaborative conversations.
This document provides guidance on how to write a report. It discusses the definition, structure, and key components of a report including the introduction, body, and conclusion. The introduction should state the purpose and scope. The body should present information logically under headings and include facts, data, and details. The conclusion should summarize the main points and provide recommendations if applicable. Effective headings, in-text references, and a formal tone are also recommended.
Guidelines to help you write an article in English as a Second Language. This will help you to tackle the writing part of Cambridge and Trinity ISE, both C1 and C2 exams.
The document discusses the differences between argumentative and discursive essays. An argumentative essay requires taking a stance on an issue and using evidence to convince the audience that the arguments are valid. The goal is to further convince readers that the author's position is right. A discursive essay presents both sides of an argument equally and draws tentative conclusions based on the evidence without trying to convince readers of a particular position. Sample topics are provided for both types of essays.
The document provides information about the Trinity GESE Grade 1 exam format and language requirements. It consists of one assessed phase which is a 5 minute conversation with the examiner. Candidates are expected to exchange greetings, give short answers to simple questions, and identify items from the lexical list. The language requirements include functions like greetings and personal information. Grammar focuses on imperatives, question words, demonstratives, verbs and common nouns. The lexical list covers personal information, classroom objects, body parts, animals, numbers, and colors. Lesson plans are provided to help students practice the required vocabulary and language through classroom activities.
The document provides an overview of Trinity's Graded Examinations in Spoken English (GESE) Initial Stage, which assesses English communication skills at CEFR levels A1-A2.1. The Initial Stage consists of grades 1-3, which are designed for beginners and assessed through short conversations. The format involves greetings, a candidate-examiner discussion on familiar topics using simple language and gestures, and leave-taking. Examiners evaluate performance and assign a letter grade of A to D to indicate distinction to failure. The goal is to measure progress in basic English skills like understanding simple questions and providing short responses.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. FASE 1
Comprensión de lectura
Expresión escrita
Comprensión auditiva
Gramática y vocabulario
FASE 2
Expresión oral
3. A.- COMPRENSION DE LECTURA
“El candidato contestará, seleccionando la respuesta adecuada a preguntas sobre
textos escritos en la lengua extranjera objeto de la convocatoria” BOCM Nº 108 (8 Mayo 2009)
TIEMPO: 50 m.
“SKIM AND SCAN”
TIPO DE TEXTO
4. SKIM SCAN
for an Overview for Specific Information
Title
Author Characters
Headings/subheadings Setting
Different text: bold, Connections
italics, etc. Date: Time reference
Visuals Genre
Vocabulary words Highlight words:
First and last paragraphs People, places, events.
Reviews/synopsis
5. TYPE I
You are going to read an extract from a magazine article. Six paragraphs have been removed from the extract. Choose from the
paragraphs A – G the one which fits each gap (1 – 6). There is one extra paragraph which you do not need to use. Mark your
answers on the separate answer sheet.
people READ
When the hippos roar, start paddling!
RUBRICS
Richard Jackson and his wife spent their honeymoon going down the Zambezi river in a canoe.
„They say this is a good test of a relationship,‟ said Tim as he handed me the paddle. I wasn‟t sure that such a tough
challenge was what was needed on a honeymoon, but it was too late to go back. My wife, Leigh, and I were standing with
our guide, Tim Came, on the banks of the Zambezi near the Zambia/Botswana border. This was to be the highlight of our
honeymoon: a safari downriver, ending at the point where David Livingstone first saw the Victoria Falls.
1
D places
Neither of us had any canoeing experience. Tentatively we set off downstream, paddling with more enthusiasm than
expertise. Soon we heard the first distant rumblings of what seemed like thunder. „Is that Victoria Falls?‟ we inquired
naïvely. „No,‟ said Tim dismissively. „That‟s our first rapid.‟ Easy, we thought. Wrong!
2 F events
The canoe plotted a crazed path as we careered from side to side, our best efforts seeming only to add to our plight. This
was the first of many rapids, all relatively minor, all enjoyably challenging for tourists like us.
3 A
The overnight stops would mean mooring at a deserted island in the middle of the river, where Tim‟s willing support team
would be waiting, having erected a camp and got the water warm for our bucket showers. As the ice slowly melted in the
drinks, restaurant-quality food would appear from a cooker using hot coals. Then people would begin to relax, and the
day‟s stories would take on epic proportions.
4............................................................. 5........................................................ 6....................................................
6. D We had a 4-metre aluminium canoe to
A Luckily we could make our mistakes in ourselves. It was a small craft for such a
privacy as, apart from Tim and another mighty river, but quite big enough to house
couple, for two days we were alone. Our the odd domestic dispute. Couples had, it
only other company was the array of bird seemed, ended similar trips arguing rather
and animal life. The paddling was fairly than paddling. But it wasn‟t just newlyweds
gentle and when we got tired, Tim would at risk. Tim assured us that a group
lead us to the shore and open a cool-box of comedians from North America had
containing a picnic lunch. failed to see the funny side too.
B If that was the scariest moment, the most E But number 150 had other ideas. As we
romantic was undoubtedly our final night‟s hugged the bank he dropped under the
campsite. Livingstone Island is perched water. We expected him to re-surface in
literally on top of Victoria Falls. The safari the same spot, as the others had done.
company we were with have exclusive Instead, there was a sudden roar and he
access to it: it‟s just you, a sheer drop of a emerged lunging towards the canoe.
few hundred metres and the continual roar
as millions of litres of water pour over the F Over the next hour or so the noise grew to
edge. terrifying dimensions. By the time we
edged around the bend to confront it, we
C There was plenty of passing traffic to were convinced we would be faced with
observe on land as well – giraffes, hippos, Mountains of white water. Instead, despite
elephants and warthogs, while eagles all the sound and fury, the Zambezi
soared overhead. We even spotted two seemed only slightly ruffled by a line of
rare white rhinos – sadly shorn of their small rocks.
horns in an attempt to stop poaching. We
paddled closer to get a better look. G When we‟d all heard enough, we slept
under canvas, right next to the river bank.
Fortunately, we picked a time of year
largely free of mosquitoes, so our nets and
various lotions remained unused. The
sounds of unseen animals were our nightly
lullaby.
7. TYPE II
You are going to read a newspaper article. For questions 13 – 19, choose the answer (A, B, C or D)
which you think fits best according to the text. Mark your answers on the separate answer sheet.
Groomed for TV
Martyn Harris looks back on his experience of being trained to appear on TV.
I am terrible on TV. I slouch, sneer, stammer, fidget, forget my lines and swallow the ends of my words.
It rankles, because I know inside I am scintillating, sensitive and sincere. Television can make any fool
look like an intellectual. Newsreaders can contrive to look nice and even the worst presenters can seem
sensible, but I come over as a shifty subversive. The single television programme I have presented was
so awful that even my mother couldn‟t find a good word for it. After a catastrophic radio show last
year, when I addressed the interviewer by the wrong name throughout, I swore I‟d never do
broadcasting again.
Until now, that is. I have my first novel out next month, which is called Do It Again, and the PR people
inform me you just have to get out there and promote it. Scotland one day, the south coast of England
the next. It‟s going to be hectic and I have to get my act together. Which is how I find myself being
scrutinised for televisual potential by two svelte creatures from Public Image Ltd, while cameraman
Alastair focuses on my trembling upper lip. Public Image is the outfit which has been teaching MPs how
to look good on TV. They also groom executives from major companies in everything from corporate
presentations to handling broadcast interrogation, but as far as I‟m concerned, if they can make
politicians look like real people, they are good enough for me.
„He blinks a lot, doesn‟t he?‟ says Diana, the speech specialist, studying my image on a video monitor.
„And the crossed legs look defensive. But the voice isn‟t bad.‟ Jeannie, who is introduced to me as
Public Image‟s „charisma consultant‟, takes a step backwards to study the general posture. „Needs to
get his bottom back in the sofa. And the jacket makes him look a bit deformed. Where does he get his
8. 1 The writer believes that one reason he is terrible on TV is that
A he doesn‟t make enough effort to perform well.
B he can‟t help being rude to interviewers.
C his personality seems unappealing to viewers.
D his personality differs from that of newsreaders and presenters.
2 The writer has become involved with Public Image Ltd because
A he wants to find out what such companies do.
B he has been told that it is in his interests to do so.
C he is intrigued by the work they do for politicians.
D he has been told that the company is good at promoting novels.
3 Diana and Jeannie both say that one of the writer‟s problems when appearing on TV
concerns
A the way he sits.
B the clothes he wears.
C the way his eyes move.
D the way he moves.
4 What does Diana tell the writer about politicians?
A They are usually reluctant to tell the truth.
B They often fail to realise that they are shouting.
C They are frequently nervous when they appear on TV.
D They frequently speak in a way that is harmful to them. (1C,2B,3A,4D)
9. “El candidato redactará una composición, en la lengua extranjera objeto de
convocatoria, de tipo narrativo o expositivo, a elegir entre varios temas propuestos por
el Tribunal. La extensión de la composición deberá tener un mínimo de 300 palabras.”
BOCM Nº 108 (8 Mayo 2009)
TIEMPO: 50 m.
LONGITUD: + 300 palabras
TIPO DE ESCRITO
ESTRUCTURA
“USEFUL LANGUAGE”
10. Topic
– the subject of your writing
Types of writing:
- Report, letter: formal/informal; description;
review; narrative; article...
Purpose – the reason you‟re writing
____to express yourself _____to entertain __
to inform _____ to persuade other
_____to analyze
Audience – the people who will read your writing
- What will the readers know about my topic?
- What will they find more interesting about it?
- What will they agree and disagree about it?
- What level of language is most appropriate for them
(formal / informal) ?
11. You have recently had a class project on
animal welfare and vegetarianism. Now
your teacher has asked you to write an
essay, giving your opinions on the
following statement:
Some people believe that humans should
not eat meat. Do you agree?
Write your essay. (Write your answer
in 300 words in an appropriate style.)
12. INTRODUCTION:
NATURAL EAT MEAT /
RELIGION/
ARGUMENTS IN ARGUMENTS
FAVOUR AGAINST
ALWAYS HUNTED USE OF FUR AND MEAT NO
ANIMALS LEATHER NECESSARY
CONCLUSION
13. Most people think that since animals eat
other animals, it is natural for humans to eat Introduce the
Start with a
meat. However, some religions disagree, and topic int he first
general a growing number of people are choosing to paragraph giving
statement become vegetarians for non-religious both sides of the
reasons. argument.
First, I‟d like to put the arguments in favour
of eating meat. Humans have always hunted
Explain the topic, and aeaten animals. We use their fur and Use linking
giving specific skin for clothes and shoes. Besides, when words to show
people stop eating meat they are avoiding the sequence of
examples. the main food that gives them energy. your ideas nad
when you are
making an extra
On the other hand, many vegetarians believe point.
that eating meat is not only unnecessary but
Have a separate it is also unhealthy. We can easily grow
paragraph for the plants that give us all we need in our diet,
and meat can cause serious diseases. Also,
other side
the way we farm animals is cruel and we are
argument. destroying rainforest to provide land for
animals. Summarise your
view in the
conclusion using
In my view, there are strong health reasons
different words
for not eating meat. However, if we become
from the
vegetarians for moral reasons, I think we
introduction.
should also not wear fur or leather. (168 WORDS)
14. Useful language
LISTING POINTS Firstly, to begin/start with, last but not
least…
ADDING MORE POINTS In addition to this, furthermore, what is
more, also, apart from this, besides, another
point worth mentioning is,…
GIVING AN EXAMPLE For example, such as, particularly, especially,
take for instance,…
EMPHASISING In fact, as a matter of fact,…
EXPRESSING RESULT OR CONSEQUENCE Therefore, in this case, for this reason,
consequently, as a result,…
SUMMING UP In conclusion, to sum up, all in all, on the
whole,…
GIVING YOUR OPINION In my opinion/view, personally, I believe, the
way I see it, from my point of view, I am in
favour of, my belief is that,…
15. “El candidato contestará a preguntas sobre textos orales (grabaciones), en la
lengua extranjera objeto de convocatoria. Las grabaciones consistirán en
noticias, conversaciones o entrevistas. BOCM Nº 108 (8 Mayo 2009)
TIEMPO 30 m.
TIPOS DE PRUEBAS AUDITIVAS
ASOCIACION DE IDEAS
16. Listening
You will hear a marine wildlife photographer called Bruce Hind talking about his work. For questions 1 - 7,
complete the sentences.
MARINE WILDLIFE PHOTOGRAPHER
Bruce says that planning 1 is the most important aspect of his work.
Before going on a trip, Bruce makes drawings 2 of the photographs he hopes to take.
Knowing the type of photographs he wants to take helps Bruce to choose the right equipment 3
Bruce disagrees with people who say his way of taking photographs is not creative 4
- The questions follow the order of the text.
- Read the rubric. Who will you hear? What is the topic?
- Read the sentences. Think about the type of information that is missing.
- Most answers are nouns, adjectives, adverbs, dates, months, etc.
-The words you need to write are on the recording.
17. TYPE 2
You will hear part of a radio interview in which the comedian and writer
Jane Clarkson is talking about her work. For questions 15 20, choose the
answer (A, B, C or D) which fits best according to what you hear.
-The questions follow the order of
15 What did Jane find difficult about writing a book? the text.
A She couldn’t travel around the country. - Read the rubric. Who will you hear?
B She didn’t get any instant reaction to her work. What is the topic?
C She had to spend time looking after her daughter.
D She found the process itself very challenging. - Before you listen, read through the
questions or questions stems and
16 According to Jane, why did some critics dislike her novel? underline key words.
- Listen to find the answer to the
A They didn’t think the book was funny.
question, thn choose the option A,B,C
B They were dismissive of her initial success.
or D which is closest.
C They thought her male colleagues were better writers.
D They thought she should stick to being a comedian. -The words in the options will be
different from the words you hear on
…… the recording.
-Most questions will be about
people‟s ideas, opinions, feelings, etc.
18. “El candidato realizará los dos ejercicios siguientes:
◦ 1.- Texto incompleto: Escogerá la opción más adecuada de las cuatro que se propongran para cada
espacio.
◦ 2.- Completará, con la opción más adecuada, frases o diálogos breves, en cada uno de los cuales
existirá un espacio.” BOCM Nº 108 (8 Mayo 2009)
TIEMPO: 50 M.
QUÉ DEBO SABER: “DO‟s & DON‟T‟s”
TIPO DE EJERCICIOS
19. Do‟s Don‟ts
- Read the text for general -Forget to read the rubric.
understanding.
- Forget about time.
- The options you choose must fit the
sentence and the context of the text as - Spend a lot of time in a part which
a whole. you don‟t know how to do it, leave it
for later if you have time.
- Check the words before and after the
gaps. - Forget to go back to those parts you
have left.
- Pay attention to fixed expressions,
phrasal verbs, words + prepositions, - Panick!!!
prefixes and suffixes, etc.
-When you have finished read the
sentence or text again.
-Check always your spelling.
20. TYPE I
For Questions 1 - 15, read the text below and decide which answer A, B, C or D
best fits each space.
of
The steamer Mongolia was built (1)..................... iron. It was due at eleven
a.m. on Wednesday, the 9th of October, at Suez. The Mongolia sailed
regularly between Brindisi and Bombay (2)..................... the Suez Canal, and
via
was one of the fastest steamers belonging to the company. Two men were
walking up and down the dock at Suez (3)..................... the crowd of natives
among
and strangers in this fast-growing town. One was the British consul at Suez
habit
who was in the (4)..................... of watching, from his office window, English
ships daily passing (5)..................... and fro along the great canal.
to
1A from B by C with D of
2A via B near C over D beside
3A within B among C in D between
4A habit B style C routine D way
5A to B back C towards D from
21. TYPE II
For questions 1-3, complete the second sentence so that it has a similar meaning to the first sentence, using the
word given. Do not change the word given. You must use between three and six words, including the word
given.
1.- They had very little petrol left in the car by the time they reached the filling station. RUN
run out of petrol
They had almost … …………………………..… by the time they reached the filling station.
2.- My cousins‟ unexpected visit enabled me to get out of doing my homeowork. PROVIDED
provided me with the
My cousins‟ unexpected visit …………………………………………..……..perfect excuse for not doing homework.
3.- If you stay a bit longer, you‟ll enjoy yourself even more, “said our host at the party. MORE
longer we stayed, the more we
Our host at the party said that the ………..………………………………………………….. would enjoy ourselves.
22. Type III
For questions 1 to 5, read hte text below. Use the word given in capitals at the end of
some of the lines to form a word that fits in the gap.
TIME MANAGEMENT.
Julie Morganstern‟s ………………………….(1.-TITLE) Time
book entitled
Management from the Inside Out aims to help people organise their
completely
time better. Julie says that getting organised is a …………………..(2.-
COMPLETE) „learnable‟ skill. One common reason she has
………………………(3.-IDENTITY) for people not getting things done,
identified
objectives
be it tasks at work, study …………………… (4.-OBJECT), or things
they hope to achieve in their free time, is that they don‟t set aside a
…………………………….(5.-SPECIFY) time in which to do these things.
specific
23. PRUEBA ORAL
“El candidato mantendrá con el tribunal una conversación sobre temas de actualidad en
general o relacionados con el sistema educativo durante un tiempo de 10 a 20 minutos.
En su desarrollo el aspirante deberá demostrar su destreza lingüística en la lengua
extranjera objeto de convocatoria, así como su competencia comunicativa y profesional.
BOCM Nº 108 (8 Mayo 2009)
TIEMPO: 10 a 20 m.
TEMAS
FORMATO ORAL DEL EXAMEN
“INTERACTIVE TASKS” + “USEFUL VOCABULARY”
24. Education.
Bilingual Schools.
The English Language.
Globalization and Technology.
The World of Work.
...
25. Your school will give a lecture about education changes along the history. You will have to cover the following areas:
The situation of educations nowadays.
Differences between education 100 and 50 years ago and at the moment.
Improvements that could be done.
You have 2 or 3 minutes to organize your ideas and prepare it individualy. Then share your ideas with your classmates.
Take notes and speak for 5 minutes about your lecture.
27. People learn in different ways. Read the
following ways of studying and tick (√)
those that apply to you or that you would
find helpful. Discuss your answers with
your partner.
◦ I often repeat things aloud to help me
remember.
◦ I read the material over and over again to let the
workd sink in.
◦ I make notes and summaries of the material.
◦ I sometimes work with friends, and we discuss
our homework.
◦ I find graphs and diagrams easier to understand
than words.
◦ I often use videos or books with illustrations to
learn about a topic.
◦ It helps me to record information on a tape and
listen to it.
◦ I can concentrate better with the radio or a CD
playing.
◦ I prefer working on my own.
◦ I like doing practical, hands-on activities,
building models and making things with my
hands.
28. What is bilingual education?
What subjects will be taught in bilingual schools? Will they be effectively
taught? Why?
Why do we need bilingual schools?
How far are Spanish teachers prepared to teach in bilingual schools?
How many bilingual schools do you know?
What do a school have to do to become bilingual?
Will children from bilingual schools have different educational needs?
What tasks will you do to improve linguistic production?
Example of an answer to a question:
- Bilingual education is the use of two languages, one of which is English, in a school
program. The three goals of bilingual education are bilingualism, academic achievement,
and cross cultural awareness and understanding. Bilingual education is not the same as
ESL (English as a second language instruction) or teaching a foreign language.
29. USEFUL VOCABULARY
British Schools and Institutions
Boarding school Nursery school Note: Comprehensive
schools in the UK are for all
Co-educational school Playschool abilities, but grammar
College for Further Polytechnic schools are usually by
Comprehensive school Prep school competitive entry. Public
Evening classes Primary school schools in the UK are very
famous private schools.
The Open University Secondary school Polythechnis are similar to
University Independent Schools: Universities, but the courses
Teacher training -Private school tend to be more practically-
oriented. Colleges include
College -Public school teacher-training colleges,
Single-sex schools State school technical colleges and
Grammar schools Sixth-form college general colleges for further
education.