Essay construction (reconstruction, actually) about lifestyle in the countryside and the city.

“Countryside: when and why to move?

Life in the city can be overwhelming, leading many to fantasize about moving. Families frequently face the decision of whether to raise their children in the city or someplace quieter like the countryside, where traffic is less of a hassle, bonding comes more naturally, and the cost of living is significantly lower. But why and when is it worth considering a move to the countryside?

First, urban areas often face both visual and acoustic pollution. Visual pollution, caused by overcrowding and large amounts of buildings, blocks blue skies. Acoustic pollution from constant traffic and noise can also be overwhelming, making some families yearn for peace and quiet.

Secondly, although cities have larger populations, the fast-paced lifestyle often limits deeper bonds. In contrast, the slower pace in small towns encourages stronger, more meaningful relationships.

Lastly, the cost of living is a fundamental factor. Housing, food, transportation, and other services are all cheaper in rural areas, making the countryside an appealing option for those families seeking a more affordable lifestyle.

So, to conclude, if tranquility, meaningful connections, and a lower cost of living appeal to you, the countryside may be your ideal choice!”

Grammatical functions:

1. Rachel: “I could teach you to ↘︎sail ǀ if you ↗︎want?” – Falling tone on “sail” and rising tone on “want” (signals the yes/no question).
2. Mike: “↘︎No, | no ↘︎Mike, | no, just ↘︎Crap Bag.” – Stress on “no” contrasts the statement with Phoebe’s assumption.
3. Phoebe: “↘︎Why? | ↘︎Why?” – Repeated falling tone stresses disbelief or curiosity.
4. Monica: “Doesn’t that give me the right to con↗︎trol him… | ↗︎help | ↗︎him? – Rising intonation on “help” contrasts with “control.
5. Rachel: “↘︎NO! | Oh ↘︎no,| ↘︎no, |↘︎God no.” – Repeated falling intonation.
6. Rachel: “Maybe I could call his machine and recre↘︎ate the message, | ↗︎right?” – Rising intonation on “right” signals seeking confirmation.

Attitudinal functions:

1. Monica: “↘︎Fine, | if you wanna ↘︎tell him, | ↘︎tell him.” – Falling intonation expresses Monica’s exasperation and reluctance to participate.

2. Monica: “↗︎Right?” (after suggesting leaving Ross’s self-motivational message for Emily). – Rising tone on “right” implies mockery at the absurdity of her suggestion.

3. Mike: “↗︎You’re kidding, right?/” – Rising tone on “kidding” expresses surprise, with the tag “right” adding humor.

4. Mike: “I ↘︎do love it, | and I love ↘︎your name. | I ↘︎love Princess Consuela.” – Falling tone throughout indicates exaggerated sincerity, possibly mocking Phoebe’s decision.

Pedagogical Workshop had a very different structure from my former pedagogical workshop, not only for the broader development of the phenomenom of technology in education, but the execution of the workshop which was highly practical in my opinion. We studied several terms, concepts and nuances of technology in education, and what was helpful the most to me was the constant application of these concepts and terms in every single class. We made research on dimensions, principles and nuances of technology in the classroom, and that helped me to grow a bigger perspective on the challenges and benefits of using technological tools and devices.

What I found interesting the most was the research regarding Artificial Intelligence. I think as individuals we were exposed to Artificial Intelligence very abruptly, and as the first generation to work with it (and sometimes battle with it), we have to recognize pros and conts all the time, and in this way we will be able to encourage an appropriate use of AI in the classroom, as we cannot forbid students to explore this tool.

I was able to participate on a meeting with Teacher Jesse, who is a native speaker, and who provided numerous AI tools for teachers. I recommended MagicSchool to my sister, who is a teacher, and she also found it very interesing and helpful.

In the course, we also learned about the faculties that AI can and cannot perpetuate, and which made me confirm why AI cannot and will not ever replace a teacher’s labour, the most important being the emotional factor.

It’s alright to have tools and technological equipment to support difficulties being a teacher entails. In fact, we as students and future teachers must encourage research and development. But we must always think of technology as secondary elements in teaching. And always out educational principles first, technology second. That’s a very good statement I learned during this course too.

https://www.canva.com/design/DAGUl1OeHAQ/EBiLuC5zLaQbXOKvBSEfBw/edit?utm_content=DAGUl1OeHAQ&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

At the beginning, Amy shows boredom over Sheldon’s conversation topic, while Sheldon is very enthusiastic. Later, Sheldon feels offended over Amy’s clear sarcastic manners to respond, so she decides to exaggerate her reactions with fake enthusiasm, until she loses her patience completely and gives an infuriating reaction.

Questions:

• What does Leonard, Amy and Penny’s reaction tell us about how they feel after Sheldon explained his first drawing?
• (2:38) How does Amy react to Penny not drawing anything, and how does Penny react to Sheldon’s drawing?
• What emotion describes Sheldon’s reaction when he explains his drawing to Leonard, and how does he (Leonard) feel about it?

Looking backwards, I want to say that my goals and expectations for this semester were very mature and actually pedagogic-themed. By that last sentence I mean that when I wrote my Goals, Challenges and Expectations paragraph, I seemed honestly interested in education rather than just improving my English, which is the heart of this program.

Having said that, I noticed that I combined educational vocabulary with English succesfully. How so? Well, I think the constant exposure to the vocabulary helped a lot. I don’t know if my teachers arranged the topics of their classes previously, like disscussing it between them to keep each class topic connected to the rest of the classes, but it seemed like they were all talking about similar things. I didn’t have to punish myself studying relentlessly to learn anything because I was actually studying all the time in classes. So we can confirm that one of my challenges for Language 4 has officially been removed from the Challenges list and relocated to my Achieved Goals list.

As for my expectations, I think I was right about being more immersed into the educational experience. We had a lot of activities and presentations where we had to put ourselves in the context of teaching. Even in my Diversidad y potenciación class, we were asked all the time to reflect on our labor as professionals and asked to polish every single thought or belief we might had, aiming to develop a broader and knowleadgeable perspective.

I learned a lot about different topics in my Speaking class, I have expanded my vocabulary and learned the importance of a proper intonation when communicating in a second language, this thanks to both Speaking and Phonetics. I enjoyed Phonetics the most this semester, and yes, it’s 100% because of the dubbing activities. It was just so much fun. But practicing intonation and analyzing contexts was also fun.

Receiving feedback from other students was very helpful too! I remember one time someone told me that I was speaking too fast all the time, and that was soo right! I sounded as if I were in a hurry and to this day I don’t get why was I in such speed. Anyway, that helped me realizing two things; never do homework if you’re in a hurry because it’s not going to go well, and secondly, speaking fast does not measure fluency or good performance. So calm down!

Receiving and giving feedback is somehow the heart of the program, as it connects students from all levels and allows them to share their thoughts and ideas, as they polish their communication skills. It is something that we all do and must be willing to accept impersonally. I hope we can all take something good from it!

1. Identify 5 different question types with their corresponding function and form 

“Yes. Now, how can I return your money?” HW questions, looking for new information. Falling intonation.

(139) Tim’s reward: The Flatmates episode 19 🤩 – YouTube 0:34 seconds

“I think a small reward is in order, don’t you?” Question tag, falling-rising intonation.

(139) Tim’s reward: The Flatmates episode 19 🤩 – YouTube 0:41 seconds

“A good looking man like you?…” Yes or no question, falling intonation.

(139) Tim’s reward: The Flatmates episode 19 🤩 – YouTube 0:59 seconds

“Would that make you two feel less worn-out?” Checking, rising intonation.

(139) The Flatmates episode 21, from BBC Learning English – YouTube 0:44 seconds

You could’ve made a mistake, couldn’t you?” Question tag, rising intonation.

(139) The Flatmates episode 65, from BBC Learning English – YouTube 38 seconds

2. Identify 5 different statement types with their corresponding function and form

“A: Why don’t you call him back? B: No \/, he said he needed some space.” The negative responds to uncertainty. Falling-rising intonation.

(139) The Flatmates episode 67, from BBC Learning English – YouTube 0:20 seconds.

“A: She’s fine. B: No, she’s not.” Contradicting, falling-rising intonation.

(139) The Flatmates episode 68, from BBC Learning English – YouTube 0:20 seconds

“You can’t do anything to help” Negative implication, falling intonation.

(139) The Flatmates episode 70, from BBC Learning English – YouTube 0:18 seconds

“You might feel better if you talk about it” Friendly Imperative, falling-rising intonation.

(139) The Flatmates episode 70, from BBC Learning English – YouTube 0:23 seconds

“He’s seeing someone else, mum!” Serious imperative, falling intonation.

(139) The Flatmates episode 70, from BBC Learning English – YouTube 0:53 seconds

Superbad Dubbing

Seth: All right, how else can we get alcohol?

Fogell: Yo guys, what’s up?

Seth: Fogell, where have you been man? You almost gave me a goddamn heart attack! Let me see it. You chicken out or what?

Fogell: No, no, man I got it. It’s flawless, check it.

Evan: Hawaii. All right, that’s… that’s… hard to trace, I guess. Wait, you changed your name to.. “McLovin”?

Fogell: Yeah.

Evan: McLovin?! What kind of stupid name is that, Fogell? What, are you trying to be an Irish r&b singer?

Fogell: No, they let you pick any name you want when you get down there.

Seth: And you landed on McLovin?

Fogell: Yeah I was between that and Mohammad.

Seth: Why the fuck would it be between that and Mohammad? Why didn’t you pick a common name like a normal person?

Fogell: Mohammad is the most commonly used name on Earth, read a goddamn book for once.

Evan: Fogell, have you actually ever met anyone named Mohammad?

Fogell: Have you ever met anyone named McLovin?

Seth: No, that’s why you picked a dumb stupid name.

Fogell: Screw you.

Seth: Give me that. All right, you look like a future pedophile in this picture, number one. Number two, doesn’t even have a first name, it just says Mclovin!

Evan: One name? One name? Who are you, Seel?

Seth: Fogell, this ID says you’re 25 years old. Why wouldn’t you just put 21 man?
Fogell: Seth, Seth, Seth, listen up ass face. Everyday hundreds of kids go to the liquor store with their fake IDS and every single one says they’re 21. How many 21 year olds do you think there are in this town? It’s called strategy all right?

Evan: Let’s stay calm okay? Let’s not lose our heads, it’s a fine ID, it’ll… it’s gonna work, it’s passable okay? This-this isn’t terrible. I mean it’s up to you Fogell, these guys either gonna think here’s another guy with a fake ID or here’s McLovin: the 25 year old hawaiian organ donor. Okay, so what’s it gonna be?

Fogell: I am McLovin.

You can watch the full scene here

Activity: writing full paragraphs about the importance of image , appearance and demeanor.

1. Content Knowledge (CK): Introduce concepts of demeanor, image, and appearance in professional contexts. Use examples from various professions.

1. Pedagogical Knowledge (PK): Discuss effective writing strategies, including structure and clarity. Encourage peer feedback sessions.

1. Technological Knowledge (TK): Utilize digital tools like Google Docs for collaborative writing and editing. Introduce online resources for research.