LONDON 2013

Thank you for coming to the trip to London! It was fantastic!

SUGAR CANE MUSEUM

Thank you to everybody who made an effort to attend today's visit to this unique museum in Motril! I hope you enjoyed it and are thinking about the different aspects to discuss a possible assessment report on Monday.

David Baird is coming today!

Dear advanced students,
Just a note to remind you that David Baird is coming to the EOI from 17:30 until 19:30 to talk about his book and answer your questions, and even to sign your copy of his book! Classroom 5 as usual.

PUC: Pruebas Unificadas de Certificación

Dear advanced students
Before you start practising, it is paramount that you read the STUDENT GUIDE to be fully informed

Now, here are some links to the dreaded tests from other regions in Spain:
Click on ASTURIAS
Click on ARAGÓN
Click on CANARIAS
Click on MADRID
Click on GALICIA
Click on NAVARRA
Click on MURCIA

...

Impersonal Reported Structures

Click on EXERCISE to practise a little more.

Lemon Tree

Click on SONG to enjoy it again.
Here is STING's version with pictures too.

Effective introduction

Here are some tips about how to make your introduction more effective.

Open with an attention grabber. Sometimes, especially if the topic of your paper is somewhat dry or technical, opening with something catchy can help. Consider these options:

1. an intriguing example (for example, the mistress who initially teaches Douglass but then ceases her instruction as she learns more about slavery)
2. a provocative quotation (Douglass writes that “education and slavery were incompatible with each other”)
3. a puzzling scenario (Frederick Douglass says of slaves that “[N]othing has been left undone to cripple their intellects, darken their minds, debase their moral nature, obliterate all traces of their relationship to mankind; and yet how wonderfully they have sustained the mighty load of a most frightful bondage, under which they have been groaning for centuries!” Douglass clearly asserts that slave owners went to great lengths to destroy the mental capacities of slaves, yet his own life story proves that these efforts could be unsuccessful.)
4. a vivid and perhaps unexpected anecdote (for example, “Learning about slavery in the American history course at Frederick Douglass High School, students studied the work slaves did, the impact of slavery on their families, and the rules that governed their lives. We didn’t discuss education, however, until one student, Mary, raised her hand and asked, ‘But when did they go to school?’ That modern high school students could not conceive of an American childhood devoid of formal education speaks volumes about the centrality of education to American youth today and also suggests the significance of the deprivation of education in past generations.”)
5. a thought-provoking question (given all of the freedoms that were denied enslaved individuals in the American South, why does Frederick Douglass focus his attentions so squarely on education and literacy?)

Source: http://writingcenter.unc.edu/handouts/introductions/