1.Expos: -visual and verbal identity and symbols  -Product Appearance  -Enviroment   -Web sites  -Communications  -People   -Co-branding 
2.Corporate communication tools-visual and verbal identity and symbols  -Product Appearance  -enviroment -events  -Internal communications -crisis 

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

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O. Wilde (Dublin, 1854 -Paris, 1900)


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,

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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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lkmj n´lk

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 More

lkmj 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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lkmj n´lk

6 Most of the mistakes that second language learners make are due to interference from their first language: First, we should recognize that knowledge of one or more languages can contribute positively to many aspects of second or foreign language learning. If the languages are relatively close cousins (for example, English and German, Spanish and French, English and Spanish), there is much that learners already ‘know’-including the alphabet, cognate words, as well as some basic principles of Read More