26.3.14
20.3.14
CONVOCATORIA DE BECAS
El Ministerio de Educación ha convocado un máximo de 2.000
becas para participar en un programa intensivo de inmersión lingüística en
inglés en España
- Descripción:Los beneficiarios asistirán a un curso intensivo de inmersión lingüística en inglés de una semana de duración, en distintos puntos de España, conviviendo y realizando actividades en régimen de internado con personal angloparlante nativo de países de lengua inglesa.
- Requisitos:
- Haber nacido entre el 1 de enero de 1994 y el 31 de diciembre de 1997
- Tener la condición de becario, en el curso 2013/14, de la convocatoria general de becas del Ministerio de Educación, Cultura y Deporte conforme a la Resolución de 13 de agosto de 2013 de la Secretaría de Estado de Educación, Formación Profesional y Universidades por la que se convocan becas para los alumnos de niveles postobligatorios de la enseñanza.
- Estar matriculado en el curso 2013/2014 en:
- Bachillerato
- Enseñanzas profesionales de música y danza
- Grado medio de Formación Profesional
- Grado medio de artes plásticas y diseño
- Grado medio de enseñanzas deportivas
- Enseñanzas de idiomas de nivel intermedio o avanzado
- Tener aprobado totalmente el curso inmediatamente anterior y haber obtenido en dicho curso una nota final minima de 7,00 puntos en la asignatura de inglés.
- Tendrán preferencia los solicitantes que hayan obtenido una puntuación superior.
- Dotación:La ayuda cubre todos los gastos de enseñanza, material, manutención y alojamiento, aunque el alumno seleccionado debe abonar 100 € a la empresa.
- Plazo de presentación
- Desde: 11 de marzo de 2014
- Hasta: 02 de abril de 2014 Plazo de presentación abierto
- ¿Cómo realizarlo?:A través de la página web del Ministerio de Educación, Cultura y Deporte mediante formulario on-line.
Para más información: - Ministerio de Educación
- Texto oficial de la convocatoria. BOE
3.2.14
NARRATIVE TEXTS
Writing a descriptive narrative can be an engaging English lesson for your writing process. In a descriptive narrative, you tell a story, using vivid description, which ultimately leads to insight or a lesson for the audience. The trick is to write in such a way that your audience is hooked so they will be more engaged in your story, paying closer attention to what you have to say. The following is a list of things to keep in mind as you learn to write your descriptive narrative.
The Story
This is the most important decision you have to make before you start writing your descriptive narrative. What you will want to do is pick a point in time that means something to you. For example, you may choose to write about a time you got in a car accident. You'll then want to figure out why it means so much. In the car accident example, maybe it taught you a valuable lesson about safety. Once you have the story you want to tell, begin thinking about the story itself. Try and remember it as vividly as you can. The vividness of the story will serve your descriptive narrative later.The Details
Once you've picked your story and thought a bit about it, start making notes of the details you remember. Don't just write down what you remember seeing. Engage all five senses to draw your reader into the scene. Remember that a descriptive narrative is primarily about describing a story in such a way that the reader feels like he or she is there with you. Describe what you want the reader to see, hear, smell, and touch. Describe the time of day that the story takes place. Describe what the setting of the story looks like. If you're writing a descriptive narrative about your car accident, these details will make the reader feel like he or she is experiencing the car accident with you.
Source : http://english.answers.com/grammar/descriptive-narrative-techniques
Source : http://english.answers.com/grammar/descriptive-narrative-techniques
Narrating a Personal Experience Instructor Mihrican Yigit from Mihrican Yigit
And finally, if you really want to practice, you could try this : Go
And finally, if you really want to practice, you could try this : Go
1.2.14
RELATIVE CLAUSES
Download exercises
( Do first exercise, sentences 1-20)
Remember that you have to do the selectividad tex, too. But I have good news for you: you don´t have to do the writing section.
HAVE A NICE WEEKEND!
( Do first exercise, sentences 1-20)
Remember that you have to do the selectividad tex, too. But I have good news for you: you don´t have to do the writing section.
HAVE A NICE WEEKEND!
24.1.14
16.1.14
10.1.14
25.12.13
Here are two texts to work before New Year. Please, send them to me as soon as you finish them.
TEXT 1 TEXT 2
The following ones are to be done after New Year. Anyway, you can organize your work as you like
TEXT 3. TEXT 4
( You are lucky. Thanks to January Sales, instead of 5 texts you will have to do just 4)
16.12.13
13.12.13
18.11.13
A PARTNER´S SHARE
Michael wants to share with you a link related to connectors and liking word Click
11.11.13
DO VS MAKE
When 'do' or 'make' are used as main verbs it can be confusing to ESL learners. The verb 'make' goes with some words and the verb 'do' with other words.
Click to download some of the most common phrases with do and make.
4.11.13
24.10.13
22.10.13
STEVE JOBS
Before doing the text below I recommend you to watch Steve Jobs´ speech at Standford University in 2005. I think it is quite inspiring.
STEVE JOBS : HOW TO LIVE BEFORE YOU DIE
Now try to do the text Download
STEVE JOBS : HOW TO LIVE BEFORE YOU DIE
Now try to do the text Download
19.10.13
TEXT 2 SELECTIVIDAD PRACTICE
You can get some ideas for the writting exercises by having a look at these sites:
click
Click
click
17.10.13
THE TOP TEN JOBS FOR 2013
Have a look at the list of the top ten jobs for 2013 published in Forbes. Click.
Would you like to know about the least stressfull jobs for 2013 accordding to this magazine? Have a look
14.10.13
DEGREE VS VOCATIONAL TRAINING
Higher or vocational education? Higher education for masses or for the elite?
In the last years the idea that higher education can actually be considered a bubble took shape and is increasingly brought to debate. In more and more countries there are dozens of students graduating and instead of entering the workforce, they go straight to unemployment.With some notable exceptions (like Computing, Medicine etc.) there are a lot of degrees that hold little value for the student after graduation, especially in developing countries (I am including here Romania, my country). In some holding a degree is a requirement merely because you "learn how to learn", regardless of the topic of your studies. The quality of the courses is often lacking and the graduates are simply unemployable if they do not get a part-time job or volunteer in an organisation during their studies.
Unemployment of youth in some countries is getting higher than ever, with Spain topping at a whooping 54% rate.
Moreover, in other countries students also pile a lot of debt which they cannot sometimes repay, and they are stuck with thousands of dollars/euros that have to be payed back in a lot of years.
On the other hand, there are a few countries like Germany, Switzerland, Finland or Sweden where vocational education is very solid. Students are divided based on their academic results (which indeed raises a lot of ethical and liberty questions) so the best can pursue a higher education degree, the others a technical degree, then vocational schools and so on. This way most of graduates can easily find employment and also get a qualification that they can use to start earning money.
What do you think governments should endorse in the future? Should the education system be reformed so vocational training is highly encouraged and higher education is reserved only for the best students? How? Or should higher education be made available on an even larger scale for as many students as possible, prefferably at the lowest costs for the students?
http://www.ted.com/conversations/10981/higher_or_vocational_education.html Click here to see the original article
Education & Employment
One in four of Spain’s young people neither studies nor works
Nearly two million have ended their courses and cannot find work, according to the OECD
Proportion of youth with qualifications but outside labor market has increased by 69 percent
This year, the figure reached 24.4 percent (almost two million people), according to the 2013 Education at a Glance report presented today by the Organization for Economic Cooperation and Development (OECD). The findings point to a 69-percent increase in the percentage of young Spaniards with at least a professional training certificate or university degree that neither study nor work. This statistic stands in sharp contrast to the stereotype of a young, rebellious nini (the Spanish neologism for a youth who neither works nor studies) who has opted to leave school early, thus limiting their chances of employment.
In reality, the early dropout rate (individuals from 18 to 24 who stopped studying after secondary school), while still relatively high, is currently at an all-time low (24.9 percent). The OECD report notes that in Spain, “the percentage of youth who continue studying after finishing their obligatory schooling has grown at a rate that is faster-than-average for OECD countries.” In 2008, 81 percent of young people ages 15-19 and 21 percent of those ages 20-29 were enrolled in school. By 2011, these figures had grown to 86 percent and 26 percent, respectively.
In all OECD countries, the proportion of students between 15 and 19 increased from 81 to 84 percent, and for the 20-29 age group increased from 25 to 28 percent. This upsurge in voluntary education has put Spain above the OECD average and other countries such as Australia (84 percent), United States (80 percent), France (84 percent) and Switzerland (85 percent).
Thus, the OECD report reflects an educational system that has recently begun to attract students who before the crisis would have left school early to start working, typically in sectors where low-skilled jobs abounded, such as construction. However, further down the road, once they have earned a higher education diploma, they will probably face unemployment and may even have difficulty obtaining further specialized training. The report estimates that the average Spaniard aged 15 to 29 will spend 2.5 years out of work.
The report from the international organization highlights other national trends, such as the shortage of students opting for vocational training. In Spain, 14 percent of adults have studied through baccalaureate, or university-track high school (the OECD average is 12 percent), but only eight percent have obtained mid-level vocational training (the OECD average is 34 percent).
Between 2008 and 2011, the unemployment rate rose from 13.2 to 26.4 percent among those who had completed the minimum compulsory education (the OECD averages were 8.8 and 12.6 percent respectively), from 9.3 to 19.2 percent among those with baccalaureate or mid-level vocational training (from 4.9 to 7.3 percent across the OECD) and 5.8 to 11.6 percent among university graduates (3.3 to 4.8 percent in the OECD).
Finally, the report highlights that women who continue their studies reap the benefits. In Spain, those with baccalaureate or mid-level vocational training earn 79 percent of the average salary of men with the same training. Those who completed only a basic secondary education (up through age 16) earn just 76 percent of the male wage. Those who fare best are women with university education, who earn 88 percent when compared to male counterparts with the same degree.
http://elpais.com/elpais/2013/06/25/inenglish/1372163425_705726.html Click here to see the original article
http://elpais.com/elpais/2013/06/25/inenglish/1372163425_705726.html
http://elpais.com/elpais/2013/06/25/inenglish/1372163425_705726.html
VOCATIONAL TRAINING VERSUS DEGREE
Vocational Training versus University Degree
by Natalie Zimmelman
When a young person is faced with deciding what to do after matric,
it is certainly a huge, life changing decision all on its own.
Statistics show that only 10% of young people that do achieve a matric
certificate gain a university exemption and thus entry into university.
Even more worrying, of those who do manage to get into university,
barely half end up with a degree.
So what lies ahead for those of you who have
completed matric? Questions you are probably pondering could include
what skills are in short supply in the economy, such as accounting, and
does that match with what you want to do as a profession. Do you study
further to acquire these skills at university or apply directly for
internships and vocational on-the-job training programmes?
Benefits and challenges of university
For those who gain university exemption the benefits of an academic
qualification at university are great. It teaches traditional skills of
essay writing and research. Additionally, if you decide to live on
campus, you learn to live and work with others, often far from home. But
the challenges are also significant.
Another concern is that despite several long years of study, learners are rarely prepared for the practicalities of the working world, requiring much coaching and on-the-job training when they do secure a job.
University alternative – vocational training
Competence-based (or vocational) training is an alternative for those whose marks preclude them from going to university or who wish to start working as soon as possible. This form of training is a way of teaching learners not only the critical knowledge needed in their area of speciality, but also how to apply this knowledge in a work environment. It is a practical means of learning, where you learn HOW to do things rather than just WHAT to do.
SOURCE:
http://www.wealthwisemag.com
9.10.13
A COLLECTION OF TEXTS
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| DOWNLOAD HERE |
7.10.13
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