jojo
3.Corporate Philosophy: To define this we have to reset to: What do I do? Where do I want to go? How do I do it?
-Corporate Phulosophy (components):+ Mission: respond to what do I do.+ Vision: respond
ingles
O. Wilde (Dublin, 1854 -Paris, 1900)
Life
Dublin – scholarship to study at the Magdalen College in Oxford
Relations with Walter Pater, father of Aestheticism (Art for Art’s sake). Newsdigate Prize for Ravenna.
London- Vera- “Apostle of Aestheticism”, fame for his eccentricity
Tour to the USA – Went to live in Paris (The Duchess of Padua)
1884- He married Constance Mary. (poetry/ prose).
Back to London- his fame as an eccentric, homosexual and conversationalist grew.
He wrote poetry, short stories,
efds
TELL-TALE HEART
SYNONYMS
1.disturbed, annoyed, troubled: VEXED
2. careful, cautious, leery: WARY
3. boldness, daring, brazenness: AUDACITY
4. withheld, repressed, held back: REFRAINED
5. forcefully, passionately, furiously: VEHEMENTLY
6. smoothness, politeness, fine manners: SUAVITY
7. gestures, wild movements, spasms: GESTICULATIONS
8. scorn, ridicule, contempt: DERISION
9. sharp, sensitive, severe: ACUTE
10. intelligence, smarts, good sense: SAGACITY
Reading Comprehension
1. Why does the narrator decide to
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INFANTIL: The word ‘infantil’ is used here to refer to children 3-6. When we focus on Educació infantil, the foundations, the question is to start or not to start teaching English ‘that early’. Some voices argue that we should wait until the children are older and have developed cognitively. But in my own experience and after seeing the great results achieved in many of the schools that start teaching English in pre-primary, I would definitely go for a positive answer. Very young children can Read Morelkmj n´lk
14 When learners are allowed to interact freely (for example, in group or pair activities), they copy each other’s mistakes: If the activities are well designed and learners are appropriately matched, pair and group work provides far more practice in speaking and participating in conversations than a teacher-centred class ever could. Somewhat surprisingly, research has shown that learners do not produce any more errors in their speech when talking to learners at similar levels of proficiency than
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